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Journal articles on the topic 'FLE acquisition'

Author: Grafiati

Published: 11 January 2025

Last updated: 31 July 2025

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1

Lee, Yeon Mi. "Navigating intercultural competence with ChatGPT: Implications and recommendations for foreign language education." Journal of Language Teaching 5, no. 2 (2025): 1–8. https://doi.org/10.54475/jlt.2025.005.

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Despite the increasing corpus of research concerning the application of ChatGPT in adaptive learning, grammar, and lexical acquisition in foreign language education (FLE), its effectiveness on the cultivation of intercultural competence (IC) as an essential learning outcome in FLE remains comparatively underexplored. This review article introduces the theoretical background and definitions of intercultural competence in second language acquisition (SLA) before analysing empirical studies that examine ChatGPT’s cross-cultural performance across multiple languages, cultures, and methodologies. I

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Guo, Yi. "The Effect of Foreign Language Enjoyment on Students' Foreign Language Learning." Lecture Notes in Education Psychology and Public Media 70, no. 1 (2024): 184–89. http://dx.doi.org/10.54254/2753-7048/70/20241021.

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Abstract: Globalization has prompted educators to focus on enhancing students' foreign language proficiency rather than merely improving language test scores. Foreign Language Enjoyment (FLE) is widely recognized as a active motivational factor that can significantly enhance language performance. After integrating Positive Psychology into Language Acquisition, researchers has shown an increasing interest in FLE. Recent studies underscore the role of FLE as a valuable element in the process and outcomes of foreign language learning. This article investigates the impact of FLE on different aspec

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Kruk, Mariusz, Mirosław Pawlak, Tahereh Taherian, Erkan Yüce, Majid Elahi Shirvan, and Elyas Barabadi. "When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model." Studies in Second Language Learning and Teaching 13, no. 1 (2023): 39–69. http://dx.doi.org/10.14746/ssllt.37174.

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In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated system. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of short-term dynamics and long-term trajectories of foreign language enjoyment (FLE), foreign language boredom (FLB), and foreign language playfulness (FLP) in a sample of 636 learners of English as a foreign language (EFL) using univariant latent cha

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Shi, Lanyu. "A Review of Research on Foreign Language Enjoyment in Second Language Learning." Lecture Notes in Education Psychology and Public Media 62, no. 1 (2024): 57–62. http://dx.doi.org/10.54254/2753-7048/62/20241726.

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Positive psychology (pp) is a branch of human psychology that specialises in the study of methods to evoke positive psychological dispositions in people. It advocates a focus on mental health and emotional experience, and on the well-being of people's lives. Pp was introduced to the field of second language acquisition around 2012. The past decade has seen a surge in research and discussion surrounding the emotions experienced by English language learners. Two of the most prominent emotions are foreign language anxiety and foreign language enjoyment (FLE). This study employs a literature analy

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Khan, Shahzad Dilshad, Lubna Ali Mohammed, and Muhammad Mustafa. "How enjoyment affects English acquisition and anxiety for university students: An analytical study." Journal of Language and Pragmatics Studies 3, no. 1 (2024): 43–52. http://dx.doi.org/10.58881/jlps.v3i1.41.

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One of the main aims of foreign language (FL) teaching is to prepare students to speak the target language. Therefore, teachers need to help students develop communication skills. However, this ability only sometimes leads to theforeign language anxiety (FLA). The study aims to analyze the counter-effect of enjoyment of a foreign language (FLE) on the relationship between anxiety and the acquisition of English as a foreign language among university students. A quantitative research method is used to identify the relationship between foreign languages and anxiety. The expected results shown neg

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Botes, E’Louise, Jean-Marc Dewaele, and Samuel Greiff. "The Power to Improve: Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning." European Journal of Applied Linguistics 8, no. 2 (2020): 279–306. http://dx.doi.org/10.1515/eujal-2020-0003.

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AbstractThe study examines whether already knowing several languages and feeling proficient in a new foreign language (FL) has an effect on positive and negative emotions during the learning. The emergence of positive psychology in language acquisition studies has led to the examination of positive emotions in the FL learning process, such as Foreign Language Enjoyment (FLE). FLE is a positive emotional state where psychological needs are met and was introduced as the positive emotion counterpart to the oft studied negative emotion, Foreign Language Anxiety (FLA). A international sample of 162

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Kamil SEVİL, Necmettin. "Acquisition De La Competence Semantique En Didactique Du FLE." Journal of Turkish Studies 8, Volume 8 Issue 10 (2013): 619. http://dx.doi.org/10.7827/turkishstudies.5203.

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Mierzwa, Ewelina. "THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE ENJOYMENT AND GENDER AMONG SECONDARY GRAMMAR SCHOOL STUDENTS." Journal of Education Culture and Society 9, no. 2 (2018): 117–35. http://dx.doi.org/10.15503/jecs20182.117.135.

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In the context of second language acquisition, foreign language enjoyment (FLE) is a relatively new concept. For that reason, none of the few research carried out in the field thus far has been focused on whether gender might be an important determinant of either a high or a low level of FLE. Thus, the purpose of the present paper was to examine the influence of FLE on learning English as a foreign language, as well as to investigate this relationship from the perspective of gender. The results of this study revealed that there are no statistically significant differences between males and fem

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Arévalo Benito, María José, and Leyre Ruiz de Zarobe. "L’acquisition des pronoms personnels par des apprenants de FLE hispanophones." Çédille, no. 25 (2024): 229–57. http://dx.doi.org/10.25145/j.cedille.2024.25.10.

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"The acquisition of personal pronouns in French as a foreign language (FFL) is one of the key points in the learning of French grammar. In order to study this aspect, we have compiled the written production of Spanish-speaking speakers of FFL. The results show that these speakers acquire the personal pronoun system at different at different stages in the learning process in the following order: firstly, they acquire the subject pronouns, secondly the tonic pronouns, then the atonic pronouns, and lastly the pronouns en/y, these results are in line with the studies carried out on the acquisition

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Ruiz de Zarobe, Leyre. "conciencia pragmática en estudiantes avanzados de francés lengua extranjera: un estudio empírico ." Anales de Filología Francesa 28, no. 1 (2020): 599–626. http://dx.doi.org/10.6018/analesff.425141.

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La composante pragmatique est une composante de la compétence communicative qui a acquis une importance croissante dans les dernières années pour les apprenants de langues étrangères, dont le français, en raison du besoin pour ces apprenants de devenir communicativement compétents dans un monde globalisé et internationalisé. Cependant, cette compétence est peu présente dans l´enseignement du français langue étrangère (FLE), ce qui mène à s´interroger si les apprenants ont une conscience pragmatique de la langue étrangère, car cette conscience joue un rôle déterminant dans son acquisition. L´ob

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Xiaoman, Song. "Approaching Foreign Language Enjoyment (FLE) through Teacher Verbal Immediacy: A Case from Grade-6 Primary Students in Jiangsu, China." Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 4, no. 2 (2025): 47–61. https://doi.org/10.62718/vmca.pr-ijetas.4.2.sc-0125-022.

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This study examines the impact of instructor verbal immediacy on primary school students' foreign language enjoyment (FLE), highlighting its significance in cultivating pleasant emotions and augmenting motivation in language acquisition. The research utilized a mixed-methods approach to examine data from 100 sixth-grade students and two English instructors in Jiangsu Province, China, applying the Foreign Language Enjoyment Scale (FLES), classroom observations, and the rapport-management model. Research demonstrates that educators exhibiting high verbal immediacy—evidenced by initiating dialogu

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Su, Huina. "Foreign Language Enjoyment and Classroom Anxiety of Chinese EFL Learners With Intermediate and Low English Proficiency." Journal of Language Teaching and Research 13, no. 1 (2022): 101–9. http://dx.doi.org/10.17507/jltr.1301.12.

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Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to Positive and Negative Emotions Phase (Dewaele & Li, 2020). A growing number of scholars begin to study learners’ emotions from a more holistic perspective. The present study investigated the levels and sources of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 231 Chinese EFL undergraduates with intermediate and low English proficiency. The study found moderate levels of both FLE and FLCA among participants. However, the level o

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Chen, Jing, and Hyun-Ju Kim. "The Relationship Between Chinese EFL Learners’ Learning Anxiety and Enjoyment in a Blended Learning Environment." Journal of Language Teaching and Research 14, no. 2 (2023): 340–48. http://dx.doi.org/10.17507/jltr.1402.09.

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For the past two decades, learner psychology in relation to second language acquisition (SLA) has been a hot topic, and negative emotional variables in students’ language learning have attracted a lot of attention. More recently, focus has shifted to a positive emotion, enjoyment, and its relationship with anxiety. The present mixed-method study investigated the levels of FLCA and FLE of 228 Chinese EFL learners, the correlations between the two and the sources evoking these two emotions in a blended learning environment. Considering the questionnaire’s findings, participants reported relative

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Cong, Yilin, and Lei Yang. "The Correlation among L2MSS, Foreign Language Enjoyment and Boredom in Online Classes: An Exploratory Study of Chinese English Majors." English Language Teaching 16, no. 8 (2023): 84. http://dx.doi.org/10.5539/elt.v16n8p84.

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According to the statistical results of questionnaires issued, this research, standing up for positive psychology (PP), analyzed the relationship between second language motivational self system (L2MSS), foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) of Chinese English language students in the post- pandemic era in an e-learning environment. The results show that: (1) Chinese English majors maintain a medium to high level of L2MSS and FLE in their online classes, and a medium level of foreign language learning boredom; (2) FLE has a negative correlation with FLLB

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Kim, You-Ri. "Model development for the acquisition of intercultural competence in German lessons in high schools." Foreign Languages Education 25, no. 3 (2018): 183–201. http://dx.doi.org/10.15334/fle.2018.25.3.183.

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Song, Mijeong, and Given Lee. "Effects of Two Types of Indirect Written Corrective Feedback on the Acquisition of English Articles." Foreign Languages Education 24, no. 3 (2017): 1–22. http://dx.doi.org/10.15334/fle.2017.24.3.1.

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Lee, Yunhyun. "Effectiveness of Mobile Assisted Pronunciation Training in the Acquisition of English Vowels, /o/ and /ɔ/". Foreign Languages Education 28, № 3 (2021): 53–76. http://dx.doi.org/10.15334/fle.2021.28.3.53.

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Dewaele, Jean-Marc, and Mateb Alfawzan. "Does the effect of enjoyment outweigh that of anxiety in foreign language performance?" Studies in Second Language Learning and Teaching 8, no. 1 (2018): 21–45. http://dx.doi.org/10.14746/ssllt.2018.8.1.2.

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Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a g

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Kazlauskienė, Vitalija. "Lexical Collocations and their Acquisition in French as a Foreign Language (FLE)." Sustainable Multilingualism 20, no. 1 (2022): 194–209. http://dx.doi.org/10.2478/sm-2022-0008.

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Summary The importance of stereotypical uses of language is recognized by most didactic studies of the vocabulary (Granger and Paquot, 2008). Collocations are an area of vocabulary which is difficult to master by non-native learners. This type of lexical relation often presents itself as a semi-frozen binary lexical co-occurrence. The meaning of collocations is often transparent in reception, while in production, it requires a special effort on behalf of the learner. In this paper, we have tried to verify this assertion by comparing the corpus of French language and that of learners, and to de

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Situmorang, Lidya Cristina Febriani, Ni Made Ratminingsih, and Ni Wayan Surya Mahayanti. "A Literature Review: Foreign Language Enjoyment Using Game-Based Learning (Wordwall) For Student Engagement And Speaking Proficiency." Jurnal Locus Penelitian dan Pengabdian 4, no. 6 (2025): 2707–14. https://doi.org/10.58344/locus.v4i6.4448.

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This literature review explores the intertwined roles of Foreign Language Enjoyment (FLE), game-based learning (GBL), student engagement, and speaking proficiency in the context of foreign language education. FLE has emerged as a vital affective factor that enhances language acquisition by fostering positive emotions. Game-based learning tools, especially Wordwall, have been shown to increase classroom engagement and reduce speaking anxiety by providing interactive and learner-centered experiences. The review summarizes the advantages of incorporating Wordwall into language learning, particula

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Wu, Huashan. "Investigating Chinese university students’ foreign language enjoyment and anxiety in the EFL class." Language Learning in Higher Education 14, no. 1 (2024): 135–54. http://dx.doi.org/10.1515/cercles-2024-2003.

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Abstract Emotion research in second language acquisition has flourished under the growing influence of Positive Psychology in recent years. The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 263 Chinese undergraduates in relation to learner variables as well as the sources of enjoyment and anxiety in the English class. Surveys with scales and open-ended questions were applied to collect data. Quantitative analysis revealed that learner variables, such as participants’ gender and their year of university, affected their FLCA but not FL

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Liu, Zhiyu, Dawei Sun, Lei Zhang, Xianzhi Wang, and Yanchao Yang. "The impact of classroom interaction on willingness to communicate: The mediating roles of speaking self-efficacy and foreign language enjoyment." PLOS One 20, no. 7 (2025): e0328226. https://doi.org/10.1371/journal.pone.0328226.

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In the realm of second language acquisition, classroom interaction (CI) is pivotal for learners’ language development, and willingness to communicate (WTC) is widely recognized as a key factor in successful language learning. However, previous studies have not fully addressed the impact of CI on WTC, particularly regarding the mediating roles of speaking self-efficacy (SSE) and foreign language enjoyment (FLE). Therefore, this study aims to address these gaps. The research recruited 623 undergraduate students from three universities in China. Data were collected using a self-designed questionn

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Hwang, Eunkyung, and Sehjae Chun. "Study on the order of acquisition in terms of the English clauses in case of Korean college students." Foreign Languages Education 24, no. 3 (2017): 101–21. http://dx.doi.org/10.15334/fle.2017.24.3.101.

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Mohammed, Zine El Abidine, Nejjari Amel, and Khaldi Mohamed. "Didacticizing the use of the adapted film in teaching/learning French as a Foreign Language (FLE)." Global Journal of Engineering and Technology Advances 19, no. 2 (2024): 113–19. https://doi.org/10.5281/zenodo.13691767.

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This essay explores the impact of technological advancements on pedagogical approaches in French as a Foreign Language (FLE) classrooms, emphasizing the necessity of placing the learner at the heart of the learning process of literary texts. In a context marked by increasing challenges in knowledge acquisition, the goal is to cultivate student engagement by providing a stimulating and captivating learning experience. The judicious integration of film supports in FLE classrooms not only merges literature and cinema but also encourages learners to become enlightened consumers of artistic works.

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Mohammed Zine El Abidine, Amel Nejjari, and Mohamed Khaldi. "Didacticizing the use of the adapted film in teaching/learning French as a Foreign Language (FLE)." Global Journal of Engineering and Technology Advances 19, no. 2 (2024): 113–19. http://dx.doi.org/10.30574/gjeta.2024.19.2.0082.

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This essay explores the impact of technological advancements on pedagogical approaches in French as a Foreign Language (FLE) classrooms, emphasizing the necessity of placing the learner at the heart of the learning process of literary texts. In a context marked by increasing challenges in knowledge acquisition, the goal is to cultivate student engagement by providing a stimulating and captivating learning experience. The judicious integration of film supports in FLE classrooms not only merges literature and cinema but also encourages learners to become enlightened consumers of artistic works.

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Park, Sun Hee, and Jin Jeong. "L2 acquisition of Korean wh-embedding clauses by L1 Chinese speakers: Focusing on verbs tutta ‘listen’ and kwunkumhata ‘wonder’." Foreign Languages Education 25, no. 4 (2018): 227–45. http://dx.doi.org/10.15334/fle.2018.25.4.227.

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Zheng, Songyun, and Xiang Zhou. "Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment." International Journal of Environmental Research and Public Health 19, no. 19 (2022): 12604. http://dx.doi.org/10.3390/ijerph191912604.

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This study approaches foreign language enjoyment (FLE) through the lenses of positive psychology, and in particular, examines how enjoyment is affected by emotion regulation (ER) and two factors concerning cooperative learning (CL) in a classroom climate, namely positive goal interdependence (PGI) and peer personal support (PPS). To achieve this goal, 115 Chinese university freshmen (male 47; female 68) aged between 18 to 20 (M = 18.69; SD = 0.65) were invited to complete a questionnaire. Regression analyses revealed a clear three-factor structure determining the FLE of students learning Engli

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Jung, Ji-Yung. "Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive: An Analysis of Intra-Learner Variation." Foreign Languages Education 28, no. 1 (2021): 57–90. http://dx.doi.org/10.15334/fle.2021.28.1.57.

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Jung, Hyun-jung, and Eun-Joo Lee. "The effects of working memory capacity and types of vocabulary learning on Korean middle school students' English multi-word verb acquisition." Foreign Languages Education 22, no. 4 (2015): 201–25. http://dx.doi.org/10.15334/fle.2015.22.4.201.

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Kim, Ji-Hyun. "Effects of Types of Oral Corrective Feedback and Learner Aptitude on the Acquisition of Explicit and Implicit Knowledge of English Articles." Foreign Languages Education 24, no. 4 (2017): 1–33. http://dx.doi.org/10.15334/fle.2017.24.4.1.

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Güneş, Hilal, and Hacer Hande Uysal Gürdal. "Adaptation and Validation of Short Form of the Foreign Language Enjoyment Scale (S-FLES) into Turkish." Kuramsal Eğitimbilim 18, no. 1 (2025): 1–20. https://doi.org/10.30831/akukeg.1430196.

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With the increasing interest in Positive Psychology within the realm of L2 learning, the role of positive emotions, particularly Foreign Language Enjoyment (FLE) has garnered attention in Second Language Acquisition research (Dewaele & MacIntyre, 2014). Despite the growing interest in FLE in Turkey, the widely used Foreign Language Enjoyment Scale (FLES) has been employed without thoroughly validating its psychometric properties in the Turkish context. This study addresses this gap by psychometrically validating and adapting the Turkish version of the Short Form of the Foreign Language Enj

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Samah, NEZZAR. "L’impact de l'utilisation de la reconnaissance vocale dans l'enseignement du FLE à l'oral dans les classes du secondaire en Algérie." INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION 16, no. 2 (2024): 80–88. http://dx.doi.org/10.48047/intjecse/v16i2.9.

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The objective of this research is to assess the impact of using speech recognition tools to enhance pronunciation in the teaching of French as a Foreign Language (FLE) during an oral session in a secondary school classroom in Algeria. We conducted an experiment to measure the difference in acquisition, interaction, and motivation among students in two different learning situations, integrating ICT (Information and Communication Technology) and tasks to be performed.

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Huang, Tingting, Hazlina Abdul Halim, and Ilyana Binti Jalaluddin. "Foreign Language Enjoyment as a Mediator Between Academic Resilience and WTC: Implications for Quality Education (SDG 4)." Journal of Lifestyle and SDGs Review 5, no. 3 (2025): e04241. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n03.pe04241.

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Objective: The objective of this study is to investigate the relationships among academic resilience (AR), foreign language enjoyment (FLE), and second language willingness to communicate (L2 WTC), with the aim of emphasising emotional and psychological factors in enhancing language learning, in alignment with SDG 4: Quality Education. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. The Model of Motivation and the Broad-and-Build Theory (BBT) of positive emotions stand out, providing a solid basis for understanding the context of t

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Alrabadi, Elie, and Hiba Harb. "Acquisition of vocabulary in a foreign language classroom: the case of FFL in the minor of French at Qatar University." XLinguae 16, no. 4 (2023): 128–46. http://dx.doi.org/10.18355/xl.2023.16.04.10.

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The objective of this research is to highlight the importance of vocabulary acquisition and lexical competence in the development of communicative competence among foreign language learners (FL). To achieve this goal, we have discussed the place occupied by vocabulary in the different methodologies of teaching / learning foreign languages, and we have defined the concept of lexicon and that of vocabulary. We have insisted on lexical competence and the different knowledge associated with it. We then identified our research context and analyzed certain difficulties encountered by our students in

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Kakoyianni-Doa, Fryni, Dora Loizidou, and Monique Monville-Burston. "Aspects de la complémentation en FLE chez des apprenants hellénophones." SHS Web of Conferences 46 (2018): 07004. http://dx.doi.org/10.1051/shsconf/20184607004.

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Dans les grammaires/manuels du FLE, les sections consacrées aux complétives (autres qu’interrogatives) insistent particulièrement sur trois aspects de ce secteur de la grammaire française : l’emploi du mode (indicatif/subjonctif) dans les complétives par que, l’alternance entre ces complétives et les complétives réduites à l’infinitif et le choix de la préposition introductrice de l’infinitif (de, à, ø). Les apprenants hellénophones, comme les autres apprenants du FLE, achoppent sur ces difficultés, mais sont confrontés en outre à d’autres problèmes dont l’une des sources est leur L1. En effet

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Nguyen, Van Thang. "STUDENTS' PERCEPTIONS ON POSITIVE PSYCHOLOGY IN ENGLISH LEARNING AT THANH DONG UNIVERSITY." VNU Journal of Foreign Studies 39, no. 6 (2023): 100–124. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5141.

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The study aims to explore university students’ perceptions of positive psychology (PP) in English language learning, examining the relationships among students’ emotional experience and enjoyment, their anxiety, and their multicultural traits and personal dispositions. The study engaged 63 participants from diverse majors, utilizing Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCAS), and Multicultural Personality Traits (MPQ) questionnaires. Findings revealed that students experienced favorable levels of FLE and MPQ, suggesting a potential positive impact of emotional

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BENAMMAR-GUENDOUZ, Naima, and Fatna CHERIF HOSNI. "Repenser l’interculturel dans l’enseignement/apprentissage du FLE." ALTRALANG Journal 1, no. 02 (2019): 52–64. http://dx.doi.org/10.52919/altralang.v1i02.23.

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ABSTRACT: Since the existence of school, there are two ways to accede knowledge of languages: the surroundings and school. Acquisition and learning of languages as an instrument for defending cultures require certain knowledge of the culture of its interlocutors. C. Kramsch (1993) explains that learn a foreign language, is not only learn a new manner of communication, but rather a manner of doing a cultural declaration. This supposes that the French has to be treated as a vehicle of culture, and as a language of representation. Because of its multi-definitional aspect, the concept

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Ochi, Khaled, and Arij Mohsni. "La bande dessinée dans les manuels scolaires Tunisiens : étude de son rôle dans l’apprentissage linguistico-culturel." Traduction et Langues 22, no. 2 (2023): 101–26. http://dx.doi.org/10.52919/translang.v22i2.953.

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Comics in Tunisian School Textbooks: Study of its role in linguistic and cultural learning Comics, also referred to as graphic novels, have enjoyed widespread popularity as a form of entertainment for people of all ages over many years. However, in recent times, they have garnered recognition not only as a source of entertainment but also as an effective tool for teaching and learning foreign languages and cultures. In Tunisia, where French is taught as a foreign language (FLE), school textbooks play a pivotal role in foreign language and cultural education. The content of these textbook

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Almutlaq, Sana A. "Buffering the Effects of Students’ Perceived Task Difficulty on Cognitive Engagement in EFL Writing Classrooms: The Role of Foreign Language Enjoyment and Growth Mindset." Journal of Language Teaching and Research 15, no. 5 (2024): 1478–88. http://dx.doi.org/10.17507/jltr.1505.09.

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Submitted Currently, research on second language acquisition (SLA) and psychology of language learning has conceived foreign language learning as a complex system of beliefs, thoughts, emotions, and actions that contribute immensely to shape students’ learning experiences. The significance of such research lies in the fact that they provide a holistic perspective of FL learning by considering the multiple and interrelated interactions of beliefs, emotional and cognitive factors, rather than examining any single variable in isolation. Therefore, this study seeks to provide such insights by exam

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Viana dos Santos, Gabriela, Laurence Buson, and et Jean-Pierre Chevrot. "Acquisition et structure des schémas sociolinguistiques en langue étrangère." SHS Web of Conferences 46 (2018): 10007. http://dx.doi.org/10.1051/shsconf/20184610007.

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L’une des particularités du processus d’acquisition, sociolinguistique en langue étrangère porte sur la difficulté des apprenants, à intégrer les normes sociolinguistiques de la langue cible. Si dans leur, culture native, les apprenants construisent un réseau d’associations entre, connaissances linguistiques et connaissances sociales, en langue étrangère, ils doivent transposer cette capacité. La question importante est de savoir, comment un apprenant développe cette compétence en langue étrangère, s’il n’a pas les mêmes repères sociaux que les natifs. Les études en langues,étrangères montrent

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Bakešová, Václava. "Compétences clés des futurs enseignants de FLE : l’apport des textes littéraires choisis." Neofilolog, no. 59/1 (October 24, 2022): 19–34. http://dx.doi.org/10.14746/n.2022.59.1.3.

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Understanding of literary texts and cultural knowledge acquisition are not the only objectives of French or Francophone literature courses that are part of the university program for future FFL teachers. Reading excerpts of literary texts allows students to develop their key skills, especially their cultural awareness and expression, but also their ability to communicate in a foreign language which is the fundamental goal of language teaching. This study presents an example of pedagogical mediation during which various skill sets (global, professional, key, etc.) are being developed through a

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Hourigan, Tríona, and L. Murray. "Investigating the pedagogical environments of paper-based and online media." TEANGA, the Journal of the Irish Association for Applied Linguistics 22 (July 17, 2019): 1–15. http://dx.doi.org/10.35903/teanga.v22i0.148.

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The investigation of both paper-based and virtual pedagogical environments allows us to reflect upon the diverse range of material available to the language learning community today. In this paper, the significance of the cultural component in language learning will be discussed firstly, highlighting its crucial role with regard to the promotion of tolerance and understanding between diverse cultures. Secondly, a number of FLE (Français Langue Erangère) manuals will be analysed in terms of the transmission of cultural data. The study will then conclude with an examination of examples of online

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IVAN, Mirela Valerica. "L'IMPORTANCE DE LA COMMUNICATION NON VERBALE EN CLASSE DE FLE. CONCEPTS, APPLICATIONS ET PERSPECTIVES." Studii si cercetări filologice. Seria Limbi Străine Aplicate – Philological Studies and Research – Applied Foreign Languages Series, no. 23 (December 15, 2024): 118–31. https://doi.org/10.5281/zenodo.14341537.

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<em>Non-verbal communication plays a crucial role in the teaching and learning of a foreign language, especially in the context of teaching French as a foreign language (FLE). This article explores the importance of non-verbal communication in the FLE classroom, examining its impact on learners' comprehension,</em><em> </em><em>expression, motivation and linguistic interaction. Through an analysis of the different aspects of non-verbal communication, this article proposes effective pedagogical strategies to optimize the teaching of French as a foreign language by taking advantage of these esse

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Duée, Claude, and Justine Martin. "Apprentissage immersif du FLE: potentiels des applications et scénario ludo-éducatif." Anales de Filología Francesa, no. 29 (November 24, 2021): 183–99. http://dx.doi.org/10.6018/analesff.483991.

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Nuestro grupo de investigación, LCF, está interesado en abordar la temática de la realidad virtual bajos sus diferentes formas, como los videojuegos, la realidad aumentada, en la enseñanza de una lengua extranjera, pensando que podría ser la solución para nuestros estudiantes. En efecto, pueden abordar, en nuestro caso, el francés, desde la gamificación y, por tanto, desde la motivación. Además, tiene la ventaja de poder llevar el aprendizaje al terreno de la autonomía y, sobre todo, de la inmersión, concepto que nos parece primordial para alcanzar una adquisición de una lengua y que tenemos q

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Tomé Díez, Mario. "Sistema de faltas de pronunciación y corrección fonética en un corpus oral FLE." Revista de Lingüística y Lenguas Aplicadas 13, no. 1 (2018): 145. http://dx.doi.org/10.4995/rlyla.2018.8783.

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<p>In this article we will discuss the description, organization and operation of the first oral corpus available online on the audiovisual productions of Spanish students of French as a foreign language. This set of sound sequences has allowed us to identify and compile the system of pronunciation errors of the Spanish speakers that was not available until today. The didactic consequences of this system of errors can be decisive for the practice of phonetic correction. For an efficient acquisition of pronunciation it is necessary to attend to the main difficulties and errors of the stud

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Oyedele, Medinat, Olanrewaju Awoyemi, Fadeke Adeola Atobatele, and Chioma Angela Okonkwo. "Code-Switching and Translanguaging in the FLE Classroom: Pedagogical Strategy or Learning Barrier?" International Journal of Social Science Exceptional Research 1, no. 4 (2022): 58–71. https://doi.org/10.54660/ijsser.2022.1.4.58-71.

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In the evolving landscape of language education, particularly in the French as a Foreign Language (FLE) classroom, code-switching and translanguaging have emerged as pivotal concepts in bilingual and multilingual pedagogy. This study critically examines the dual roles these practices play either as pedagogical strategies that enhance language acquisition or as potential barriers that impede learning. Drawing on sociolinguistic and educational theories, the paper investigates how students and instructors utilize multiple languages as cognitive and communicative resources. While code-switching t

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Benachour, Yamina. "L'amélioration de la compétence rédactionnelle au cycle secondaire algérien : des anomalies dues à l'interférence linguistique." Synergies Algérie, Nº 29 - 2021 (October 14, 2021): 309–26. https://doi.org/10.5281/zenodo.5733246.

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Dans la présente contribution, nous essayons de mettre l’accent sur l’amélioration de la compétence rédactionnelle au cycle secondaire algérien et les différentes anomalies rédactionnelles que peuvent affronter ses apprenants. Nous cherchons, à travers cet article à sensibiliser et à réorienter les enseignants algériens vers une prise en compte positive de l’acquisition d’une compétence scripturale à travers la diminution des erreurs de différents types dans leurs &e

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Carras, Catherine. "La compétence linguistique (acquisition et enseignement) dans la formation à l’écriture universitaire en FLE/FLS : étude de cas." Linx, no. 72 (September 1, 2015): 73–94. http://dx.doi.org/10.4000/linx.1607.

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Bendaoud, Mechri Bendaoud. "Which linguistic resources for the teaching / learning of French as a foreign language?" Journal of Science and Knowledge Horizons 3, no. 02 (2023): 120–29. http://dx.doi.org/10.34118/jskp.v3i02.3394.

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This study is truly intended to be a contribution inscribed in a scrupulously didactic context, hence the idea of teaching – learning French as a foreign language in an Algerian context. Our attention is mainly vocalized on the attitude of the learner and his previous achievements in terms of FLE in the secondary cycle. However, it is therefore appropriate to specify from any language task, i.e. the written expression considered as the outcome of any learning from a didactic point of view, the exploitation of its achievements according to a theme whose concept of instruction is already present

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Kasaposka-Chandlovska, Milena, and Maja Milevska-Kulevska. "LA GRAMMAIRE DANS LES MANUELS DE FLE UTILISÉS DANS L’ENSEIGNEMENT PRIMAIRE EN MACÉDOINE." Годишњак Филозофског факултета у Новом Саду 46, no. 3 (2022): 139–53. http://dx.doi.org/10.19090/gff.2021.3.139-153.

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Ayant en vue qu’en Macédoine le nombre d’élèves choisissant le français en primaire ne cesse de diminuer les dernières années et sachant que ce manque d’intérêt a des implications directes sur l’apprentissage du français dans les niveaux supérieurs d’éducation, il est tout à fait légitime de se demander quelles en sont les raisons possibles. Interrogés pourquoi ils ne font pas le choix du français au niveau universitaire, la majorité de ceux l’ayant déjà appris en primaire avancent que le manque d’intérêt pour le français est dû à la complexité de sa grammaire. Le fait même qu’ils résument l’a

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