Academic literature on the topic 'FLE didactics'
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Journal articles on the topic "FLE didactics"
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Cheikh, Saadia. "L’écriture autobiographique à l’école et son impact sur l’enseignement du FLE." Traduction et Langues 10, no. 1 (August 31, 2011): 71–80. http://dx.doi.org/10.52919/translang.v10i1.488.
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Autobiographical writing at school and its impact on the teaching of French as a foreign language
The focus of this article is on didactics and aims to set up a secondary-level FLE scheme to help FLE teachers in Algeria who find it difficult to improve their practices and for students to take better ownership of FLE.In this article, after a presentation of some didactic axes related to our problematic, we first address the autobiographical narrative and the teaching of literature in FLE; trying to conjoin our research interests in the didactics of literary texts in particular and in FLE in general, the autobiographical narrative as a literary genre has challenged us, especially because of the routes in all directions of the space and the time that it proposes. Then we treat autobiography and the competence of reading in FLE by an approach that gives an active role to the reader producing meaning since it considers the involvement of the subject reader as a functional necessity of literary reading, the only way to enable him to overcome his difficulties in reading, often related to his training, his representations or his socio-cultural environment. We then move on to autobiography and the competence of writing in FLE as self-expression, writing is first a certain way of saying and revealing oneself. We end with some suggestions of writing instructions; we propose some instructions that we have already experienced with a group of students in the second year of secondary school Ben Othmane in Oran.
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ILUNGA, Anselmo. "Un dispositif pour les enseignants de FLE des universités angolaises." FRANCISOLA 3, no. 2 (March 2, 2019): 162. http://dx.doi.org/10.17509/francisola.v3i2.15749.
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RÉSUMÉ. La présente contribution, converge vers la didactique comparée et porte sur la description des dimensions génériques et spécifiques, sur le savoir et les pratiques (Mercier, 2000, Schubauer-Léoni & Sensevy, 2000) à partir des vidéographies qui nous permettront de décrire les activités de classe en nous intéressant à la fois sur la circulation des savoirs et surtout l’analyse des gestes professionnels des quatre professeurs du FLE de deux institutions universitaires (Groupe A et groupe B). Le résultat a démontré que les professeurs du groupe A semblent avoir de difficulté par rapport à leur congénère de B qui ont reçu la formation du FLE. Cette analyse didactique nous permettra de trouver des réponses aux difficultés dans l’activité enseignante et permettre aux apprenants d’être des acteurs de leurs propres apprentissages. Mots-clés : approche comparative, FLE, action conjointe, gestes professionnels ABSTRACT. This contribution, which converges on comparative didactics, focuses on the description of generic and specific dimensions, knowledge and practices (Mercier, Schubauer-Léoni & Sensevy, 2000) from the videographies that will allow us to describe the classroom activities by focusing on both the flow of knowledge and, above all, the analysis of the professional gestures of the four FLE professors of two university institutions (Group A and Group B). The result showed that Group A teachers appear to have difficulty with their B congener who received the FLE training. This didactic analysis will allow us to find answers to the difficulties in the teaching activity and allow the learners to be actors of their own learning. Keywords: comparative approach, FLE, joint action, professional gestures
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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 (June 4, 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 in all the linguistic-didactic elements supposed to allow him to reorganize his thought and give him the very meaning of a methodology as a common thread from which he can easily take action, this will doubly reflect his ability to acquisition and understanding of the linguistic concept initially implemented from the textual approach. In this sense, we question the fact of believing that the appropriation of such a linguistic notion can no longer be confined to its classic formulation: linguistics and didactics of languages, in particular FLE in an Algerian context. Questioning the different parameters likely to make access to knowledge in French as a foreign language a plausible case, this amounts to asking ourselves about the basic knowledge of the learner and the methods that will allow him to carry out a task; either a language production for which it is advisable to define the strategy engaged and the linguistic resources acquired as the main lever of a mediation, hence the idea of the contribution of linguistics to the teaching of French as a foreign language and the methodological orientations which under -tend the comprehension of the relational lexicon as proof of a use that one can judge satisfactory of the entity FLE in the school circles.
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Tareva, Elena, Elena Porshneva, and Indira Abdulmianova. "The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 3 (June 15, 2021): 241–54. http://dx.doi.org/10.53656/for21.32dida.
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The interdisciplinary aspect of Language teaching allows it to always remain in the active phase of its development. This communication aims to analyze the variants of coexistence of the acquired knowledge of several sciences in the organization of the teaching of modern languages. The authors study the epistemological origins of the current processes guiding the functioning of the teaching of French as a foreign language, analyze key concepts, which emergence is due to the combination of ideas from different fields, and share experiences of teaching French based on the interaction of avant-garde approaches. The recourse to the theory of language activity, cognitive and discursive sciences, emerged in this new anthropocentric paradigm where the learner is placed at the center of the educational process, reshapes the methodological pillars of the didactics of FFL, namely its object, its objectives. , its content and methods. At the same time, these areas offer tools for building a language teaching system best suited to current axiological values.
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Broutin, Jonathan, and Erdogan Kartal. "Instrumentation et instrumentalisation du document vidéo en classe de FLE : exemple d’une séquence didactique." Traduction et Langues 22, no. 2 (December 31, 2023): 14–38. http://dx.doi.org/10.52919/translang.v22i2.948.
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Instrumentation and Instrumentalization of The Video Document in FFL Class: Example of a didactic sequence
The primary objective of the research is to showcase, by employing a didacticization instance involving an authentic video document, the considerable significance, and the valuable contributions of the theory of instrumental genesis in comprehending and analyzing this intricate process. This study accurately delineates the stages involved in didacticization, emphasizing that it results from a dual-faceted process of instrumentalization and instrumentation. Within the realm of instrumentalization, the didactician strategically appropriates the video document for didactic purposes by activating their cognitive schemas. This transformative act turns the video into an instrument – a didactic sequence laden with the teaching strategies envisioned by the designer. Various factors stimulate the activation of these schemas within the designer's strategic repertoire, including age, didactic representations, experiential background, and personal history. The intricate interplay of these elements shapes the didacticization process, highlighting the dynamic nature of instructional design. Simultaneously, the research delves into the instrumentation process, which is contingent upon the inherent nature and content of the video document, as well as the educational level and sociocultural characteristics of the learners. This dual-process framework sheds light on the multifaceted dimensions of didacticization, encompassing both the cognitive processes of the didactician and the contextual elements influencing the instructional material. By elucidating these two interconnected processes, the research aims to raise awareness among didacticians, fostering introspection and self-evaluation for designers of didactic sequences utilizing video support. In an era marked by the diversification and modernization of methods for creating and disseminating video materials, the study posits that its analytical approach to the process of instrumental genesis remains pertinent and applicable, even in the context of contemporary distribution formats such as videos generated by artificial intelligence. Moreover, the research contends that within the domain of FFL (French as a Foreign Language) didactics, this theoretical framework can be harnessed to scrutinize the learner's assimilation process of the didactic sequence and the ensuing knowledge acquisition after the completion of the instructional activity. In essence, the research underscores the enduring relevance and adaptability of the theory of instrumental genesis in the evolving landscape of instructional design and technology.
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Dańko, Magdalena, Fabrice Marsac, and Witold Ucherek. "Grammaire et méthodes de FLE : enquête sur les constructions infinitives de perception." Romanica Wratislaviensia 69 (November 29, 2022): 207–21. http://dx.doi.org/10.19195/0557-2665.69.18.
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Through our observations of classroom practices, as didacticians and linguists, we note that infinitive constructions governed by a verb of perception (ICP) are only extremely rarely included in French as a Foreign Language teaching programmes. Yet, the perception of reality through the senses is one of the sociolinguistic objectives. In this case, unless we are inattentive, this is a notable gap in didactics that should be filled. We would propose to elucidate the specificities of the French ICP from a semantic-logical and cognitive perspectives.
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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 (December 31, 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 of « culture » is an important as well as a controversial topic of study. We wonder upon the reflexion of good usages of cultures at school. The teaching/learning of a foreign language relies on essential parameters: its content, syntax, lexis and its linguistic aspect.
The issue of culture remains a major stake of training of teachers and pupils, mainly in Didactics of languages-cultures. What distinguishes it from didactics of other disciplines is that it makes language a subject of the teaching/learning process including its cultural aspect. The study of culture is essential in teaching languages, whatever is the status of the latter in the sense that it establishes a frame of references outside of it the linguistic production does not make sense; the words of a language refer to meanings inside a given culture by and in a semantic relationship which the learner has to understand.
RÉSUMÉ: Depuis que l’école existe, deux voies d’accès à la connaissance des langues se présentent: le milieu et l’école. L’acquisition et l’apprentissage des langues comme un instrument volontariste de défense des cultures exigent une certaine connaissance de la culture de ses interlocuteurs.
C. Kramsch (1993) explique qu’apprendre une langue étrangère, ce n’est pas seulement apprendre une nouvelle manière de communiquer, mais une manière de faire une déclaration culturelle. Cela suppose que le français doit être appréhendé comme un véhicule de culture, et comme une langue de représentation.
De par son aspect multi-définitionnel, le concept de « culture » est un objet d’étude aussi essentiel que controversé. On s’interroge alors sur la réflexion à conduire sur le bon usage des cultures à l’école. L’enseignement-apprentissage d’une langue étrangère s’appuie sur des paramètres essentiels : son contenu, sa syntaxe, son lexique et son aspect linguistique.
La question de la culture reste un enjeu majeur de la formation des enseignants et des élèves, notamment en didactique des langues -cultures. Ce qui la distingue des autres didactiques c’est qu’elle fait de la langue un objet d’enseignement -apprentissage incluant une dimension culturelle. L’étude de la culture est essentielle au sein de l’enseignement de la langue, quel que soit le statut de cette dernière dans la mesure où elle établit un domaine de références hors duquel la production langagière ne fait pas sens, en ce que, notamment, les mots d’une langue renvoient à des significations à l’intérieur.
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Dellalou, Naouèl. "Pourquoi Privilégier Approche Générique des Œuvres Policières en Classe de FLE." Traduction et Langues 15, no. 1 (December 31, 2016): 188–200. http://dx.doi.org/10.52919/translang.v15i1.730.
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Why Privileging Generic Approach to Detective Storiesin FLE Classes
This article is the result of an involved research, carried out during our doctoral research related to the issue of writing and which falls within the framework of didactics of the literary text. A research which aimed to propose it in Algerian colleges (whose teaching-learning of French as a foreign language responds exclusively to a textual typology) a new approach in the teaching-learning of French as a foreign language in general, and of writing specifically. It is a question of projecting our views into a new dialectic of reading- writing which favors a generic approach to literary works in the FLE class. With the intention of essentially developing the scriptural competence among Algerian middle school pupils, we have opted for the introduction of literature by genres in FLE classes, and mainly, the reading of the complete literary work. Knowing that going to complete works is one of the objectives of middle school education in Algeria, where the learner is invited to move from school reading to social reading. This article is then to plan for a new dialectic reading-writing with a generic approach wich favors literary works in FFL classes. To do so, the romance genre object of our proposal in this article is the detective novel.
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González, Alina, Nadine Núñez, and Alfredo Segura. "Expériences techno-créatives pour dé-lire la littérature avec un jeu numérique épistémique, LBH 2.0." Çédille, no. 25 (2024): 359–91. http://dx.doi.org/10.25145/j.cedille.2024.25.14.
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At the confluence of the didactics of creativity, the pedagogy of emotion and the ludology of learning, this article presents, in a co-actional and multicultural approach, the first conclusions of a collaborative research oriented by the design of a 2D video game LBH 2.0 (©2017), original adaptation of The Human Beast of Zola by students BTS (Brevet de technicien supérieur) and IUT (Institut universitaire de technologie). In the joint FLM and FLE learning space, we question the contribution of ludology to theteaching of literature on literary LBH 2.0 at the University of Castile-La Mancha (Spain) aims to revitalize the literary reading experience as a play-test.
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MOUSSAVI ROZATI, Parissa, Hamid Reza SHAIRI, Parivash SAFA, and Roya LETAFATI. "LE NIVEAU DE L’INTERACTION DE LA DIDACTIQUE DE FLE AVEC L’ART." FRANCISOLA 1, no. 2 (March 1, 2017): 175. http://dx.doi.org/10.17509/francisola.v1i2.5555.
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RÉSUMÉ. Aujourd’hui, les courants pédagogiques modernes dans le domaine de la didactique des langues telle que l’approche interdisciplinaire permettent au linguiste de franchir les frontières de sa discipline afin d’acquérir un enseignement-apprentissage plus efficace, approprié à la situation d’apprentissage. Vu le vaste domaine de l’interdisciplinarité, nous allons nous borner aux interactions entre l’art et l’enseignement-apprentissage du français. Cet article s’interroge sur le niveau d’interaction entre l’art et la didactique de FLE en Iran. A cette fin, nous essaierons d’enrichir notre recherche par une enquête de terrain qui consistera à démontrer la place et la fonction de l’art dans l’enseignement / apprentissage du français en Iran. Nous nous penchons dans cette recherche sur les rapports bénéfiques entre la didactique de FLE et l’art, ces derniers sont basés sur les sensations, les émotions, les prédilections, etc. Notre objectif principal est de montrer en quoi l’interdisciplinarité peut être un atout pour les apprenants iraniens. Mots-clés : apprenant, art, didactique de FLE, interdisciplinarité. ABSTRACT. Today, modern pedagogical trends in the field of language teaching as the interdisciplinary approach allows the linguist to cross borders of discipline in order to acquire more effective teaching-learning appropriate to the learning situation. Given the broad field of interdisciplinary, we will be limited ourselves to the interaction between art and the teaching and learning of French. This article examines the level of interaction between art and the teaching of FLE in Iran. To this end, we will try to enrich our research through field investigation will be to demonstrate the place and function of art in the teaching / learning of French in Iran. We focus in this research on the beneficial relationship between the teaching of FLE and art, they are based on sensations, emotions, predilections etc. Our main goal is to show how interdisciplinary can be an asset for Iranian students. Keywords: learner, art, didactics of french as a foreign language, interdisciplinary.
Dissertations / Theses on the topic "FLE didactics"
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Mariz, Josilene Pinheiro. "O texto literário em aula de Francês Língua Estrangeira (FLE)." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-05052008-114942/.
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Este trabalho discute a importância do texto literário (TL) no âmbito do ensino de línguas estrangeiras e, em particular, do francês língua estrangeira (FLE). Na primeira parte, elaborou-se uma síntese histórica sobre a evolução desse ensino através dos tempos, bem como uma análise da presença do TL em manuais de FLE. Percebeu-se que, tradicionalmente, do mesmo modo que a aprendizagem da língua francesa esteve associada às elites intelectuais, a da literatura sempre foi reservada aos alunos com um maior nível de conhecimento lingüístico, sendo algo inacessível a principiantes. Para verificar a hipótese de que essa prática se reproduz em sala de aula, foi realizada uma sondagem entre alunos e professores de FLE em Universidades Federais do Nordeste do Brasil sobre a abordagem do TL em aula de língua / literatura francesa, apontando para a realidade distante do tratamento unificado entre a língua e a literatura. Esse perfil é ponto inicial para o aprofundamento da fundamentação teórica, feita na segunda parte, de maneira a elaborar uma proposta de abordagem do TL em FLE para iniciantes, ou seja, sem sacralização nem banalização desse tipo de narrativa. Foram evidenciadas correntes da crítica literária, favorecendo outras possibilidades de leitura. Destacaram-se, ainda, noções de isotopia e intertextualidade, e situou-se a cena enunciativa no contexto literário para uma melhor compreensão desse texto. Na terceira parte desta tese, apresentou-se um exemplo de TL trabalhado em uma situação real de ensino de língua francesa no Brasil. Experiências didáticas foram realizadas com quatro grupos de alunos iniciantes em FLE do curso de extensão e um da graduação de Letras / Francês da Universidade Federal de Campina Grande. O corpus é constituído de contos, narrativas curtas integrais. Para essas experiências didáticas, foram elaborados dossiês com: um quadro de compreensão geral; exercícios sobre as competências de compreensão, expressão e intercultural; informações necessárias para melhor entendimento de cada conto, além de questões sobre a relação entre língua e literatura. Observou-se que a abordagem do TL em aula de FLE para iniciantes é um trabalho possível e necessário não somente para dinamizar a aprendizagem de outro idioma, mas, sobretudo, para contribuir para a apreensão / construção dos sentidos, conduzindo o leitor aprendiz ao prazer do texto.This work discusses the importance of the literary text in the scope of foreign language teaching and, in particular, French as a foreign language (FFL). First, we prepared a historical summary on the evolution of FFL throughout the years plus an analysis of the literary text in FFL textbooks. We perceived that, traditionally, in the same way as the French language learning has been associated with the intellectual elite, literature has always been reserved to learners who have a higher linguistic level, making it something inaccessible to beginners. Aiming at verifying the hypothesis that such practice reproduces itself in the classroom, we conducted a survey among learners and teachers of FFL at Federal Universities in the northeast of Brazil regarding the approach to the literary text (LT) in the French language/literature class. We were able to notice, as a whole, that the classroom reality is still far from a unified treatment between language and literature. As we visualize this profile, we deepen the theoretical background so as to put forward a proposal for an ideal approach to the LT in the FFL classroom for beginners, without enshrining or vulgarizing this kind of narrative. In this second part, too, we highlight notes about literary critique currents which can leave room for other readings. As a sequence for the theoretical background, we present notions about isotopy and intertextuality, and we even place the enunciative scene in the literary context, something which is of great value for a better understanding of such text. In the third and last part of this thesis, we present an example of how the LT can be tackled in a real situation of French language teaching in Brazil. We performed didactic experiments with four groups of beginners in the four-skill course and one group in the graduation course of Letters (French language) at the Federal University of Campina Grande. Our corpus is composed of short-stories, because they enable the contact with the whole work. To serve as tools used in these didactic experiments, we prepared files which contained: an overall comprehension chart; exercises on comprehension, expression and intercultural competencies; necessary information for a better understanding of each short-story, as well as some questions about the relationship between language and literature. After these didactic experiments, it is possible to state that working with the LT in the FFL classroom with beginners it is possible and necessary, not only to make FL learning dynamic but above all contribute to the apprehension / construction of the senses and to get the pleasure of the text.
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Vestberg, Francine. "L’interaction comme méthode d’apprentissage du Français langue étrangère (FLE) en Suède." Thesis, Högskolan Dalarna, Franska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23450.
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Mon travail s’inspire de l’idée de la Direction nationale de l’enseignement scolaire suédoise (Skolverket, 2011) qui suggère que « les élèves doivent avoir la possibilité de développer une capacité de communication et de compréhension de la langue ». Mon mémoire commence par une introduction générale, continue avec une analyse des manuels utilisés dans l’apprentissage du FLE et des activités favorisant l’interaction - échange réciproque verbale ou non verbale, pour terminer par une conclusion générale. Comme il n’existe pas d’enseignement sans méthodes appropriées, il existe des manuels qu’on peut utiliser afin de faciliter l’apprentissage par l’interaction de la langue cible. Les activités de communication orale et écrite d’ordre pédagogique sont indispensables. Tout comme l’écrit Revue française de pédagogie (1994 :133) « La classe est un système social complexe dont les parties sont en interaction dynamique, acteurs (enseignant et élève[s]), situation, matière selon des statuts sociaux. ». Pour effectuer mes recherches, j’ai porté mon attention sur l’analyse des manuels scolaires qu’il m’a été permis de consulter. Il s’agit des manuels d’entraide comme : Mais oui 3 et Escalade littéraire. Concernant l’analyse du matériel didactique favorisant l’interaction, ces deux manuels proposent des exercices de réflexion selon le niveau de l’apprenant. Dans mon travail, je m’intéresse à l’aspect didactique et linguistique de ces deux manuels scolaires.My work is inspired by the idea of the Swedish National Agency for Education (Skolverket, 2011) which suggests that "students should have the opportunity to develop the ability of communication skills and comprehension of the language". My thesis begins with a general introduction, continues with an analysis of the educational materials used in the learning of FLE (Français Langue Etrangère) and activities promoting the interaction – reciprocal exchange which can be verbal or nonverbal, to finally ending with a general conclusion. As there is no teaching without appropriate methods, there are textbooks that can be used to facilitate learning through the interaction of the target language. The activities of oral and written communication of a pedagogic nature are essential. Just like it is written in Revue française de pédagogie (1994:133) "The classroom is a complex social system whose parts are in dynamic interaction, actors (teacher and student[s]), situation, material according to social status." In order for me to do my research, I had to focus my attention on the didactic analysis of the textbooks that I have been enabled to consult. It is two supporting textbooks: Mais oui 3 and Escalade Littéraire. Regarding the analysis of educational materials which encourage to interact, these two textbooks offer exercises of reflection depending on the level of the learner. In my work, I focus on the didactical and the linguistic skills of these two textbooks.
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Strandelid, Susanna. "La lecture des ouvrages littéraires dans l'enseignement du FLE selon l'approche actionnelle." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70794.
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Cette étude traite l’enseignement de la lecture des ouvrages littéraires selon l’approche actionnelle. Quelle est la place accordée à la lecture des ouvrages littéraires dans l’enseignement du FLE (ou langue seconde ; nous employons les deux termes pour parler de l’enseignement d’une langue étrangère) comme elle est montrée par les énonciations de quatre professeurs et selon l’approche actionnelle ? Notre objectif étant d’élucider le rôle de la lecture des ouvrages littéraires dans l’enseignement du FLE selon l’approche actionnelle, nous avons travaillé selon l’hypothèse que le rôle de l’enseignement de la lecture des ouvrages littéraires est flou dans l’enseignement du FLE. Notre étude montre les nombreux avantages en enseignant la lecture des ouvrages littéraires. Elle entraîne du travail sur plusieurs aspects importants pour rendre des usagers de langue étrangère autonomes. Le travail sur la lecture est un travail bien authentique qui aide les élèves à développer leurs connaissances et leurs compétences. Le travail sur les stratégies est important selon les plans directifs des langues modernes en Suède et selon les consignes du Conseil de l’Europe. Notre analyse a montré que c’est le travail sur les stratégies qui est l’élément le plus important dans l’enseignement de la lecture des ouvrages littéraires selon une approche actionnelle. C’est le travail sur les stratégies qui rend l’usager de langue autonome.
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El, Dakak Nachwa. "La formation initiale et continue des futures enseignantes de FLE en contexte saoudien." Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCC008.
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La présente thèse s’inscrit dans le domaine de la recherche exploratoire sur les enjeux didactiques de la formation initiale et continue des enseignantes du FLE en contexte saoudien : des enjeux qui se situent entre les objectifs institutionnels et les attentes de ces enseignantes. Appuyée sur les données recueillies à partir des différents outils utilisés à cet effet, à savoir des questionnaires, des entretiens et l’analyse des maquettes du cursus de la formation initiale de trois éminentes universités saoudiennes, cette recherche met en lumière un décalage entre le prescriptif et le descriptif de la formation.Dans ce travail, nous, en tant que professeure de français à l’université en Arabie saoudite, nous intéressons non seulement à l’apprentissage du français en général, dans le cadre de la formation des enseignantes de FLE, mais surtout aux difficultés particulières d’apprentissage que rencontrent les étudiantes de français dans ce contexte.Dans une société en pleine transformation telle que celle de l’Arabie saoudite, on assiste depuis quelques années à une véritable mutation de la formation initiale et continue, marquée par l’introduction des technologies de l’information et par l’effet de la mondialisation, avec une exigence croissante de mise à jour des compétences. Notre objectif est d’analyser en ce sens la formation initiale dispensée aux étudiantes du département de français dans les universités saoudiennes, étudiantes qui seront bientôt les futures enseignantes.C’est donc en partant de cette problématique liée à la nécessité d’assurer des formations à la fois flexibles et continues ainsi qu’à la nécessité d’adapter la formation continue aux besoins des étudiantes que nous avons mené notre recherche dans une perspective théorique et exploratoireThe present thesis fits into the field of the exploratory research on the didactical issues of the initial and continuous training of teachers of French as a foreign language in the Saudi context: between institutional objectives and the teachers’ expectations. The study focuses on the initial and ongoing training of future teachers. Based on the data collected from the different tools used for this purpose, namely questionnaires, interviews and the analysis of the models of the initial training curriculum of 3 prominent Saudi universities, the research highlights the gap that exists between the prescriptive and the description of the training.In this work, we, as a French teacher at the university in Saudi Arabia, are interested in learning French in generalas part of the training of French teachers, and in particular the learning difficulties that meet the students of French Language.In a rapidly changing society, such as Saudi Arabia, there has been a change in initial and continuous training in recent years, impacted by the introduction of information technologies by the effect of globalization, which demands continuous updating of skills. Our goal is to analyze the initial training given to female students in the French department at Saudi universities who will soon be future teachers.It is therefore starting from this problematic related to the need to provide training that is both flexible and continuous and the need to adapt continuing education to the needs of students that we conducted our research in a theoretical and exploratory perspective
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Ismaïl, moubarak marzouk Isa. "Le recours à la traduction et son rôle dans l'enseignement/apprentissage du FLE à Bahreïn." Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00958833.
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La didactique des langues étrangères ne cesse de s'enrichir des méthodes nouvelles pour mieux répondre aux besoins et assurer le meilleur rendement en termes d'enseignement/apprentissage. Ce travail propose un enseignement du français langue étrangère par la traduction à Bahreïn. Cette proposition a pour objectif de prendre en considération le contexte plurilingue de ce pays et de se conformer à la réalité de cet enseignement en classe de français. Pour cela, nous avons d'abord exposé la place du français dans son contexte, y compris en comparaison avec les langues et les variétés de langues en concurrence. Ensuite, nous avons examiné la réalité de l'utilisation de la traduction et de la langue maternelle en classe de français. Cet examen est fait à la lumière des dictats des instructions officielles et les contraintes de la pratique en classe. Pour étudier ces éléments, nous avons fait appel à une méthodologie qui associe l'enquête, le questionnaire, les interviews et les analyses de classe.
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Koenig-Wiśniewska, Anna. "Stratégies de collaboration pour un écrit intéractif en FLE dans une communauté virtuelle d'élèves blogueurs." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10217/document.
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Cette thèse relevant du domaine de la Didactique des langues (français langue étrangère) concerne l’apprentissage/enseignement enrichi par les TICE. Elle définit et analyse les stratégies de collaboration pour un écrit interactif, pratiquées par une communauté virtuelle d’élèves blogueurs. Le cadre théorique s’inscrit dans la perspective actionnelle (CECRL), instrumentée des TICE, et il embrasse les réseaux sociaux et leur application dans l’éducation, les caractéristiques de l’écrit interactif en tant que nouveau cybergenre. La méthodologie appliquée est principalement qualitative et relève de la recherche-action et, en particulier, de la recherche-développement appliquée à la conception de ressources multimédia. La construction d’un blogue communautaire a permis le recueil des données pour la partie empirique. Dans cet environnement numérique d’apprentissage, des élèves de 15 à 17 ans de Pologne, Ukraine, Tchéquie et Italie, stimulés par un scénario d’apprentissage, ont réalisé des interactions écrites pendant huit mois. La recherche a montré que les extensions intégrées au blog ont facilité l’émergence d’une communauté d’apprentissage. Elle a également montré comment ces artefacts ont été exploités, en se concentrant notamment sur une analyse des stratégies mobilisées pour l’écrit, ainsi que les caractéristiques de cet écrit interactif produitThis dissertation belongs to the field of foreign language didactics (French as a foreign language) and it focuses on the use of ICT in learning and teaching. Its objective is to define and analyse the collaborative strategies in interactive writing practiced by a virtual community of blogging students. The theoretical framework is mainly qualitative, based on the principles of action research and more specifically Research and Development. The data for empirical studies were collected through a digital learning environment – a Communitarian Blog, specifically constructed and enriched with different plug-ins. In this learning environment, students, aged 15-17, from Poland, Ukraine, Italy and the Czech Republic, stimulated by a learning scenario, developped written interactions for eight months. The study has demonstrated that the added extensions have facilitated the emergence of a new learning community. It has also shown how the added artefacts have been used, allowing for an extensive analysis of the strategies mobilised for writing and the characteristics of this interactive writing
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Soler, Millan Germana. "Pour une approche interculturelle de l'enseignement/apprentissage du FLE en milieu universitaire colombien : contexte, manques, besoins, propositions." Thesis, Montpellier 3, 2016. http://www.theses.fr/2016MON30044/document.
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Ce travail propose de décrire le contexte de l’enseignement/apprentissage du FLE en milieu universitaire colombien à travers l’exemple de l’université de Caldas, d’en identifier les manques, les besoins et de faire des propositions pour y remédier. Pour ce faire, il s’agira de décrire la situation du FLE en Colombie, puis de développer les notions théoriques qui guideront ce travail : interculturel, représentations, stéréotypes, didactique du FLE, etc. Nous décrirons ensuite notre méthodologie basée sur l’étude de deux terrains. Le premier est composé de deux corpus : étudiants et enseignants de l’université de Caldas à Manizales. Chaque corpus est constitué de deux enquêtes, un questionnaire sociolinguistique diffusé auprès de 258 apprenants et 20 entretiens d’étudiants ; un questionnaire diffusé auprès de l’ensemble des enseignants de FLE de l’université et l’entretien de tous ces enseignants. Enfin, le corpus du deuxième terrain est composé des entretiens de 6 professeurs de FLE colombiens installés en France. L’étude quantitative des questionnaires, et l’étude lexicométrique et de contenu de ces corpus nous aident à décrire un contexte d’enseignement où l’interculturel a peu de place dans l’enseignement du FLE, où le matériel et les conditions requis facilitant le travail d’une telle composante font défaut et où les représentations des apprenants et des enseignants peuvent influencer négativement la motivation et l’apprentissage du français. Par ailleurs, le deuxième terrain permet de confirmer que l’enseignement du FLE dispensé dans les universités colombiennes ne transmet pas les compétences interculturelles ni pragmatiques pour évoluer en contexte réel. A partir de ces résultats, nous ferons des propositions au niveau didactique comme politique pour l’amélioration de l’enseignement/apprentissage du FLE dans les universités colombiennes et pour une mise en valeur du FLE dans le paysThe piece's aim is to describe the teaching and learning of French as a Foreign Language (FLE) in Colombia using the University of Caldas as an example. It is about identifying what is lacking, the needs and proposing what is necessary to remedy the situation. We will first describe the situation of FLE and develop theoretical concepts that guide this work : intercultural, representations, stereotypes, FLE teaching, etc. Furthermore, we describe our methodology based on the study of two fields. The first one is composed of two bodies of work: students and teachers of the University of Caldas. Each data consists of two surveys, a sociolinguistic questionnaire distributed to 258 students and 20 semi-structured interviews; a questionnaire distributed to all the FLE teachers of the university and an interview of all these same teachers. Finally, the body of the second field consists of 6 expatriate Colombian FLE teachers who have settled in France. The quantitative study of the questionnaires, and the lexicometric and content study of the data help us to describe an educational context where the intercultural does not have enough emphasis in the teaching of FLE, where the right material and the right conditions to aid the development of this skill do not exist and where representations of learners and teachers can negatively influence the motivation for learning French. Moreover, the second field confirms that the teaching of FLE in Colombian Universities does not transmit intercultural and pragmatic skills to evolve as one would receive living in France. From these results, we will make didactic and political proposals for improving the teaching/learning of FLE in the Colombian universities and for the development of the status of French in the country
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Azimi, Mastoura. "La didactique de l’écrit en FLE dans le contexte afghan : Enjeux et perspectives : Le cas des étudiants afghans de l’université de Kaboul." Thesis, Université Côte d'Azur (ComUE), 2019. http://www.theses.fr/2019AZUR2003.
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L’objectif de ce travail de recherche est l’étude de la didactique de l’écrit en français comme langue étrangère (FLE) dans le contexte afghan. L’étude a été menée à travers les copies d’un groupe d’étudiants afghans du Département de français de l’université de Kaboul.L’enseignement du français, avec une ancienneté de plus d’un siècle, est repris et est pratiqué dans plusieurs centres à Kaboul et dans quelques provinces. Au niveau universitaire, le Département de français, un des dix départements de langues de la faculté des lettres de l’université de Kaboul, reçoit, depuis 50 ans, les étudiants afghans. Ceux-ci, héritiers d’une culture d’apprentissage traditionnelle et attachés à des idées et à des coutumes anciennes, sont confrontés à un enseignement très différent : communicatif voire actionnel. Dès lors, le processus d’enseignement se trouve fragilisé et les élèves se montrent particulièrement réfractaires à une proposition d'enseignement reposant sur une nouvelle méthodologie. Face à ces étudiants qui ont des profils très différents (niveau socioculturel, profil linguistique, convictions religieuses, origines ethnique et géographique, etc.), comment, en tant qu’enseignant de FLE, peut-on proposer un enseignement efficace du français ? Comment peut-on participer à l’ouverture culturelle des étudiants à travers notre enseignement ? Quels sont les facteurs qui influencent fortement le niveau linguistique initial de nos étudiants ? Puis, quels sont les facteurs qui influent sur leur apprentissage ? Ces questions découlent de la question générale suivante : comment améliorer l’enseignement/apprentissage de la compétence écrite auprès des étudiants du Département de français de l’université de Kaboul ? Pour trouver des éléments de réponse à ces problématiques, nous avons basé toute notre étude sur une observation détaillée du contexte d’apprentissage, du profil des apprenants et de leurs productions écrites, à tous les niveaux du cursus de ce Département de français. Nous avons cherché, ainsi, à déterminer quelles stratégies pourrons-nous adopter pour faire avancer les étudiants afghans vers une meilleure correction de l’écrit ?This aim of this research was to study the writing didactics of French as a foreign language (FLE) in the Afghan context. The study was conducted through the written work of Afghan students group from the French Department of Kabul University. The teaching of French language with more than a century antiquity is retaken and practiced at several centres in Kabul as well as in some provinces. Furthermore, at university level, the French Department, which is one of 10 departments of literature faculty of Kabul University, is engaged with teaching of French language for over 50 years to the Afghan students. Indeed, the elements of traditional learning culture with old ideas, and customs all together impact negatively the teaching and learning process. Therefore, the teaching process is significantly suffered from weaknesses. Another concern is the reluctance of students to the new teaching methodology proposals. Considering the students socio-cultural background, linguistic abilities, religious beliefs, ethnic and geographical origin, to name a few, how as a teacher of FLE, we can promote an effective French language teaching approach? How we can participate in the cultural opening of students through our teaching? What are the factors that strongly influence the initial language level of our students? Subsequently, what are the factors that influence their learning? These questions are arising from the following major question: how to improve the teaching / learning of written French in order to maximize students’ benefits of the French Department? In order to address to these issues, we have based our entire study on a detailed observation of learning context, learners 'profile and learners' productions, at all levels of the French Department's curriculum of Kabul University. In addition, we are searching to determine which strategy could we adopt to move forward the Afghan students towards better writing correction?
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Nicolaev, Viorica. "L'apprentissage du FLE dans un dispositif vidéographique synchrone : étude des séquences métalinguistiques." Phd thesis, Ecole normale supérieure de lyon - ENS LYON, 2012. http://tel.archives-ouvertes.fr/tel-00793185.
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Cette recherche s'inscrit dans le champ de la didactique du FLE et de la communication médiée par ordinateur (CMO). L'étude se place dans une perspective interactionniste de l'acquisition d'une langue seconde (L2), selon laquelle l'apprentissage d'une L2 est facilité par les interactions interpersonnelles qui se produisent durant la réalisation d'une tâche. La recherche s'appuie sur le projet d'enseignement-apprentissage du FLE le " Français en 1ère ligne ", qui met en relation des tuteurs en France et des apprenants américains de Berkeley dans un dispositif de visioconférence. L'objectif de l'étude est d'évaluer le potentiel acquisitionnel de ce dispositif, à travers l'analyse des séquences métalinguistiques déclenchées aux cours des interactions. Celles-ci constituent des épisodes où les interlocuteurs traitent les problèmes de code liés à l'intercompréhension et à la production langagière. En nous appuyant sur les principes de l'analyse conversationnelle d'inspiration ethnométhodologique, notre étude est empirique et principalement descriptive. La catégorisation des séquences métalinguistiques, la description du contexte situationnel d'apparition et des configurations interactionnelles, ainsi que l'analyse de la nature discursive des procédés utilisés pour solliciter l'aide du partenaire et réparer interactivement les obstacles linguistiques indiquent que les interactions vidéographiques en ligne sont susceptibles de déclencher des séquences métalinguistiques, similaires à celles produites en face-à-face. L'analyse de la multimodalité du dispositif, et plus précisément la façon dont les interlocuteurs ont recours aux différents modes de communication pour résoudre les problèmes de communication, montre les effets positifs de celle-ci sur l'apprentissage d'une L2. En effet, la multimodalité permet à l'apprenant une meilleure focalisation sur la forme et une prise de conscience plus efficace des écarts entre son interlangue et la langue cible.
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Marcant, Marie-Dominique. "Étude des choix didactiques et des démarches d'enseignement / apprentissage de la littérature dans les cursus universitaires de FLE : le cas de l'université de Birzeit en Palestine." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA093/document.
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Cette recherche porte sur l’enseignement de la littérature dans un cursus universitaire de français langue étrangère. Elle questionne la notion de culture littéraire à travers les « canons littéraires », les littératures « mineures » selon la terminologie de G. Deleuze, et leur contextualisation d’une part, et, d’autre part, à travers la mise en place de pratiques enseignantes visant sa transmission / construction. Cette recherche étant ancrée dans les sciences humaines par ses champs d’étude – la littérature et la didactique – et étant, par conséquent, relativement subjective, nous avons choisi d’étudier un cas particulier, celui dans lequel nos questions sont apparues, afin de mettre en évidence ses spécificités mais aussi des traits généralisables ou, du moins, ouvrant des pistes de réflexions transposables dans d’autres contextes. Pour effectuer cette étude, nous avons privilégié une approche inductive et compréhensive et nous avons opté pour une méthode mixte ou une triangulation permettant le croisement de différentes données dans le but d’avoir une vision globale de la situation en termes de pratiques, de potentiels et de limites. Les résultats obtenus dans ce contexte ouvrent un champ de possibles pour penser une didactique du FLE adaptée à un enseignement littéraire en milieu universitaireThis research focuses on teaching literature at a university-level French language department. It questions the concept of literary culture through the concepts of “literary canon”, “minor” literature, following G. Deleuze’s terminology, and their contextualization on the one hand, and on the other, through the implementation of teaching practices aiming at transmitting / building it. This research, rooted in human sciences because of its fields of study – literature and didactics – and as a consequence, being relatively subjective, is focused on a specific case, the one where our questions first emerged from: the French department at Birzeit University in Palestine. This approach allows us to enhance the specificities of this context while drawing at the same time some features that could be generalized, or at least that could open some opportunities for transferable reflections on other contexts. In conducting this study an inductive and comprehensive approach has been favored. A mixed-method approach or triangulation was used, allowing us to cross-compare data in order to get a more global view of the situation in terms of practice, potential and limits. The results obtained in this context then open new horizons to think adapted French as a foreign language didactics to literary teaching/learning in an academic context
Books on the topic "FLE didactics"
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Busu, Oprea-Valentin. Includerea unor aspecte terapeutice in comunicarea academica profesor-student. Editura Universitara, 2020. http://dx.doi.org/10.5682/9786062812027.
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Profesorii merita sa fie constientizati asupra disfunctiilor comunicarii didactice si a imprumutarii unor deprinderi de comunicare in stil terapeutic, care sa conduca mai natural la dezvoltarea competentelor de comunicare si a capacitatii de relationare a lor in cadrul grupului studentilor, pentru a genera sporirea abilitatilor de invatare; asupra exersarii stilului de comunicare terapeutica in interesul didactic si al dezvoltarii personale, pentru cresterea expunerii studentilor la subiecte academice noi, cresterea stimei de sine, reducerea apatiei, stabilirea unor proiecte personale cu perspective reale care sa-i motiveze. Prin promovarea atitudinilor empatice si asertive in comunicarea cadrelor universitare pentru familiarizarea studentilor cu exigentele reale si cerintele activitatilor universitare, precum si prin asigurarea unui climat didactic relaxant, dezinhibant, motivant, incurajator si evitarea barierelor/ blocajelor semantice survenite in comunicarea cu grupul studentilor, se poate ajunge la o cooperare eficienta intre profesor-student si cresterea atractivitatii mediului universitar.
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Busu, Oprea-Valentin. Includerea unor aspecte terapeutice in comunicarea academica profesor-student. Editura Universitara, 2020. http://dx.doi.org/10.5682/9786062812027.
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Profesorii merita sa fie constientizati asupra disfunctiilor comunicarii didactice si a imprumutarii unor deprinderi de comunicare in stil terapeutic, care sa conduca mai natural la dezvoltarea competentelor de comunicare si a capacitatii de relationare a lor in cadrul grupului studentilor, pentru a genera sporirea abilitatilor de invatare; asupra exersarii stilului de comunicare terapeutica in interesul didactic si al dezvoltarii personale, pentru cresterea expunerii studentilor la subiecte academice noi, cresterea stimei de sine, reducerea apatiei, stabilirea unor proiecte personale cu perspective reale care sa-i motiveze. Prin promovarea atitudinilor empatice si asertive in comunicarea cadrelor universitare pentru familiarizarea studentilor cu exigentele reale si cerintele activitatilor universitare, precum si prin asigurarea unui climat didactic relaxant, dezinhibant, motivant, incurajator si evitarea barierelor/ blocajelor semantice survenite in comunicarea cu grupul studentilor, se poate ajunge la o cooperare eficienta intre profesor-student si cresterea atractivitatii mediului universitar.
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Sandu, Daniela. Evaluarea elevilor in cadrul activitatilor de invatare prin cooperare. Editura Universitara, 2020. http://dx.doi.org/10.5682/9786062811327.
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Prin finalizarea cercetarii de fata ne-am propus sa oferim cadrelor didactice instrumente de lucru in organizarea activitatilor pe echipe si mai ales modalitati de evaluare a procesului invatarii prin cooperare. Iar la sfarsitul stradaniilor lor sa ajunga la acea echipa de vis (fie ea in randul elevilor, fie a cadrelor didactice), asa cum i-au numit cercetatorii de la NASA pe cei care au colaborat la sute de mii de kilometri distanta pentru salvarea echipajului navei cosmice Odyssey in 1970. Numit „un esec reusit” misiunea Apollo 13 ramane un exemplu de cooperare pentru orice domeniu de activitate, iar concluzia nu poate fi decat urmatoarea: „Momentul potrivit pentru a va construi echipa nu este in mijlocul unei provocari pe viata si pe moarte, ci cu mult inainte ca o asemenea situatie sa apara. Daca nu o aveti deja, incepeti chiar astazi sa o construiti in asa fel incat atunci cand apare o provocare majora, dumneavoastra si echipa dumneavoastra sa fiti pregatiti”.
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Din, Nicoleta, and Gabriela Iasmina Stan. Proiecte de activitate si scenarii didactice. Invatamant prescolar. Editura Universitara, 2021. http://dx.doi.org/10.5682/9786062813789.
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Cartea de fata reprezinta o sursa de inspiratie atat pentru elevii liceelor pedagogice sau studentii de la specializarea Pedagogia invatamantului primar si prescolar care se pregatesc sa lucreze in invatamantul precsolar, cat si pentru cadrele didactice debutante (aflate la inceputul carierei didactice) sau pentru cadrele didactice care-si sustin inspectiile pentru obtinerea gradelor didactice sau, de ce nu, pentru cadrele didactice cu experienta vasta care au epuizat toate ideile si sunt in cautarea unor viziuni noi de desfasurare a activitatilor didactice intr-un mod atractiv si creativ. Stim cu totii ca generatiile actuale de copii au nevoie sa fie stimulate in permanenta si, de multe ori, cadrele didactice sunt puse in situatia de a veni mereu cu ceva nou. Cartea contine 11 proiecte de activitate si 18 scenarii didactice intocmite conform rigorilor pedagogice si metodologice si in concordanta cu Curriculumul pentru educatie timpurie.
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Izert, Małgorzata, Monika Kostro, Jolanta Sujecka-Zając, and Krystyna Szymankiewicz, eds. Au croisement des cultures, des discours et des langues. Cent ans d’études romanes a l’Université de Varsovie (1919–2019). Tome II: Linguistique et Didactique du FLE. University of Warsaw Press, 2021. http://dx.doi.org/10.31338/uw.9788323553021.
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The book is part of celebrations of the 100th anniversary of the Institute of Romance Studies and its scientific and didactic activity in the field of French and Romance studies. The articles concern French literature, as well as the literature of Belgium, Switzerland and Quebec and cover the period from the 17th to the 21st century. The authors analyse major novels, short stories, essays, dramas as well as selected epistolography and reportage, they indicate the places where literature meets painting and photography meets cinema. The volume offers a wide selection of critical discourses such as: history, history of ideas, narratology, genology, intermediality, post-colonial studies, geocriticism, ecocriticism, which dominate francophone literary research.
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Ioaneş, Diana. Psihologie. Teste-grila. Bacalaureat, admitere facultate, ed a III-a. Editura Universitara, 2022. http://dx.doi.org/10.5682/9786062814137.
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Aceasta carte se adreseaza tuturor elevilor care vor sa aprofundeze, din diverse motive, domeniul psihologiei. Ea a fost scrisa in ideea de a‑i ajuta atat pe cei care se pregatesc pentru Examenul de Bacalaureat, cat si pe cei care vor sa sustina examen din aceasta disciplina la admiterea la facultate. Pornind de la dificultatile intelegerii acestei discipline de catre elevi, dificultati cu care m‑am confruntat in cei 25 de ani de activitatea didactica, am scris aceasta carte pentru a‑i ajuta pe elevi sa elimine posibilele confuzii sau informatiile eronate pe care le‑ar putea avea in acest domeniu. Cei care vor parcurge aceasta culegere, au sansa sa‑si imbogateasca continutul informational, sa‑si clarifice si sa inteleaga mai bine conceptele psihologiei. Si daca drumul spre “taramul psihologiei” va fi mai putin anevoios si datorita acestei carti, acest lucru va fi cea mai vie dovada ca aceasta culegere “s‑a cerut sa fie scrisa”!
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Sofronie, Valeriu. LOGICA. Bacalaureat 2021. Ghid complet. Editura Universitara, 2021. http://dx.doi.org/10.5682/9786062812348.
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Acesta este un ghid practic. Asa cum o spune definiția termenului, „practic” trebuie sa insemne ceva care se intemeiaza pe „simțul realitații” iar „realitate” inseamna aici testul la examenul de Bacalaureat. Exista pe piața acestor produse didactice doua direcții de indepartare de realitate. Prima, cea mai la indemana, este excesul de teorie, fara finalitați aplicative precise. Ghidurile de felul acesta, in cel mai bun caz, expliciteaza teoria din manual. Dar ele nu ajuta efectiv candidatul, ci doar ii dubleaza efortul de invațare. La sfarsitul lor, acesta se regaseste la fel de timid, de neajutorat, cum era la inceput, nestiind CUM sa faca ceea ce i se cere sa faca. A doua indepartare de realitatea de pe teren a examenului este ghidul cu multe teste, dar cu indicații de soluții la fel de sumare, precum cele intalnite in baremurile de evaluare de la subiectele examenelor naționale. Nici acestea nu ajuta prea mult, neavand un rol calauzitor-corector. Daca a gresit, candidatul nu ințelege unde a gresit; daca a raspuns corect, nu stie de ce a fost corect! Asadar, era necesara cea de-a treia cale: de la ce se cere la ce trebuie sa stiu pentru a rezolva. Motiv pentru care am recurs la teorie numai din necesitați minimale, conducand-o de fiecare data spre finalitați practice: rezolvarea testului. Nu am vizat teoria ca teorie, ci teoria ca o cale spre aplicație. Mai mult, am prezentat teoria in modalitați aplicative.
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Haica, Cristiana. Introducere in psihiatrie. Semiologia psihiatrica pentru psihologi. Editura Universitara, 2021. http://dx.doi.org/10.5682/9786062813437.
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Evaluarea psihologica clinica este un proces etapizat, sistematic, extrem de complex, ce se adreseaza atat functiilor psihice cat si personalitatii umane, ce trebuie sa ia in considerare o multitudine de aspecte care adesea nu sunt evidente, nici aparente. Inainte de a primi tratament medicamentos sau prin interventie psihologica, orice client trebuie sa treaca prin aceasta etapa fundamentala - evaluarea psihologica ce poate face ca terapia sa poata fi eficienta si adecvata. Este extrem de important ca evaluarea psihologica ce preceda interventia psihologica sa fie efectuata in baza unor ipoteze clinice, multimodal si corect, asa cum este prezentata in acest volum. Rezultatele evaluarii clinice trebuie, ulterior evaluarii, formulate intr-un limbaj profesionist, de specialitate, comun psihologiei si psihiatriei. Accesul viitorilor psihologi la acest vocabular de specialitate trebuie sa se faca inca de pe bancile facultatii, cunoasterea semnelor si simptomelor bolilor psihice, a principalelor entitati semiologice psihiatrice fiind extrem de importanta. Scopul urmarit de aceasta carte este acela de a oferi un set rezonabil de informatii de specialitate abordate intr-o maniera didactica, fluida, pornind de la principii de baza si continuand cu metode de lucru, cazuri particulare si analiza diverselor cadre in care acestea pot fi puse in practica. Importanta temei abordate deriva din binomul formare informare. Acest volum este deci important din perspectiva formativa pentru ca pune la dispozitia studentilor, masteranzilor in psihologie, psihologilor cu competente in consiliere, psihoterapie, psihologie clinica, dar si a celor cu alte competente, altor lucratori in domeniul sanatatii mintale, un ghid exhaustiv de semiologie a manifestarilor modurilor normale sau anormale in care fiecare proces si functie psihica poate functiona, imbogatite cu exemple din cazuistica proprie a autoarei sau din literatura de specialitate, ce faciliteaza considerabil intelegerea. Valenta informativa vine din adresarea catre categoria larga a altor persoane care sunt interesate de perspectiva psihologiei asupra bolii psihice.
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Runcan, Patricia. Călătoria vieții. Volum 1. Editura de Vest, 2022. http://dx.doi.org/10.51820/autentic.2022.vol.1.
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"DESCRIERE CĂLĂTORIA VIEȚII. Volumul 1 din seria AUTENTIC Cartea intitulată Călătoria vieții, este atent structurată în trei părți. Volumul face parte din seria AUTENTIC coordonată de doamna conf. univ. dr. abilitat, Patricia Runcan și vine în completarea volumelor anterioare, păstrând atât standardele de calitate academice, cât și latura emoțională și autenticitatea. Autorii – profesioniști, medici, cadre didactice din învățământul primar și universitar, experți contabili, preoți, pastori, persoane competente cu o vastă experiență de viață și profesională, precum și studenți și masteranzi sub coordonarea doamnei Patricia Runcan – au scris lucrări în care vedem originalitate și profesionalism. Fiecare lucrare poartă o amprentă personală unică, dar putem regăsi și acel fir roșu care aduce armonie și autenticitate în toate lucrările. Partea întâi a cărții cuprinde șase „interviuri cu profesioniști și oameni autentici” – un preot conferențiar universitar doctor care ne vorbește despre cum putem trăi într-un mod autentic bucuria; un medic profesor universitar doctor prin intermediul căruia descoperim faptul că munca, deși epuizantă, poate face viața mai fericită; un profesor universitar doctor care ne poartă prin călătoria vieții pe covorul lui Aladin; un pastor care ne ajută să înțelegem mai bine faptul că ce este mai frumos urmează cu Dumnezeu; un pastor senior doctor care, prin experiența sa de viață și profesională, ne ajută să descoperim viața autentică; și o doamnă bibliotecar care ne încurajează să îndrăznim să trăim cu semnificație. Fiecare interviu este o lecție de viață care ne îmbogățește, deoarece respondenții și-au deschis inimile și ne-au lăsat să pătrundem în universul lor descriindu-ne, cu sinceritate și mare emoție, o parte relevantă din viețile lor. Partea a doua a cărții conține unsprezece „minieseuri descriptive” care abordează diverse teme de interes pentru fiecare dintre noi, deoarece firul roșu care face legătura între aceste eseuri reprezintă o parte anume din călătoria vieții autorilor. Eseurile sunt scrise de: un medic care prezintă modul în care percepe călătoria vieții fără bagaje; un lector universitar doctor alături de care descoperim cum ne poate „salva” lectura sau ce rămâne din povestea vieții noastre; un expert contabil care, prin intermediul experiențelor personale, a ajuns la uimitoarea concluzie că totul în viață se întâmplă cu un scop; un mentor care relatează de ce este important ca înainte de a înfăptui ceva, să fim ceva; un profesor care, în călătoria vieții sale, a învățat faptul că dragostea rezidește dărâmăturile; o studentă care, printr-o descriere matură, reliefează faptul că în călătoria vieții inevitabil descoperim că viața este fie pisc și vale, fie urcuș și coborâș; o studentă care a înțeles de timpuriu cât este de importantă cunoașterea de sine; un mentor care ne lasă să pătrundem într-o zonă sensibilă a vieții sale și descrie cum percepe, personal, cerul de dincolo de lume; un student masterand vorbește, din trăirea personală, despre perla suferinței… reversibilitatea; o studentă descrie călătoria vieții ca fiind trăită autentic pentru Hristos; și, nu în ultimul rând, de o studentă care descrie iubirea ca un fir roșu între inimile a două persoane. Partea a treia prezintă șase eseuri, șase „abordări teoretice și practice – cercetări academice aplicate” ale tematicii privind călătoria vieții. Cele șase eseuri abordează: importanța autocunoașterii (Drumul către tine însuți: există viață după ieșirea din cocon – Gabriela Povian & Patricia Runcan); importanța vieții (Valoarea vieții umane din perspectivă bioetică – Stela Spînu); importanța recunoștinței (Recunoștința: valențele recunoștinței în călătoria vieții – Loredana Marcela Trancă); relevanța comunicării (Comunicarea: cheia unei vieți fericite și împlinite în căsnicie – Ioan Albescu); călătoria vieții (Călătoria – metaforă a vieții pe pământ – Lavinia-Estera-Cristina Mihai Krauzer); etapele vieții (Anotimpurile vieții – Patricia Runcan). Volumul este destinat unui grup larg de interes profesional: studenți, cadre didactice, profesioniști din domeniul social, consilieri și alte persoane cointeresate de tematica abordată având în vedere originalitatea, noutatea și autenticitatea informațiilor furnizate. Lectura cărții duce cititorul spre o călătorie imaginară alături de personaje reale și de povești reale de viață. Sfaturile prețioase de viață bazate atât pe experiența personală a autorilor, cât și pe cercetările academice au, în conținutul lor, și citate sau idei preluate de la alți autori de renume, ceea ce aduce o și mai mare bogăție de informații utile pentru cititor. "
Book chapters on the topic "FLE didactics"
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Talaván, Noa, Jennifer Lertola, and Alberto Fernández-Costales. "Educational bases of didactic AVT in FLE." In Didactic Audiovisual Translation and Foreign Language Education, 54–77. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003293958-3.
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Seel, Olaf Immanuel. "Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training, 215–39. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.12see.
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This chapter intends to bring into beneficial interaction two language-based disciplines, i.e., foreign language acquisition (FLA) and translation studies (TS) and to demonstrate that the latter greatly benefits from the former. Concretely, by using FLA writing exercises in language courses for translation trainees (TT), it will be shown that the advantages from this implementation are not to be underestimated if these exercises are tailored to the needs of TT. Furthermore, these exercises not only improve the foreign language competence of the TT but also enhance other aspects of their overall translation competence. In order to tailor FLA exercises for translation trainees’ language courses, a specific methodological, didactical and conceptual basis is proposed which consists of an interactive implementation of constructivism, creativity theory, text linguistics and functional Skopos theory.
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Borghi, Beatrice, and Filippo Galletti. "Researches, Projects, and Experiences in Didactics of History and Heritage From the DiPaSt Center of the University of Bologna, Italy." In Handbook of Research on Citizenship and Heritage Education, 312–31. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1978-3.ch015.
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The objective of the article is to present the most representative research led by the International Center for Didactics of History and Heritage of the University of Bologna with the participation of schools and teachers of all levels, and institutions and local authorities in the field didactic of history and heritage teaching. Specifically, it will analyse: the project called Roots to fly, where the scholars who have carried out research inherent to the heritage can expose their results and make proposals for the protection and enhancement to the leaders of the institutions appointed to these tasks; the European project STEP, which has developed a preschool and primary interdisciplinary curriculum to create relationship between children school experience and informal education; and, finally, research projects oriented to the perception of teachers in training and in service on the theme of heritage education for active citizenship.
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Savinova, Natalia, and Kateruna Kuterzhynska. "ШЛЯХИ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ-ЛОГОПЕДІВ ДО РОБОТИ В УМОВАХ РОЗВИТКОВОГО ІНКЛЮЗИВНОГО ПРОСТОРУ." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 815–38. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-27.
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The article emphasizes that inclusion in social relations and inclusion in the educational process is currently the leading ideological trend in society's attitude to people with special educational needs. At the same time, systemic support for the problem of inclusive education necessitates the formation of a personnel system and the creation of a developmental 816 environment for inclusive education, which ensures compliance with important conditions for the implementation of inclusion itself. The presented didactic model of the formation of the professional readiness of future speech therapist teachers to work in an inclusive development environment is a single, open, dynamic didactic education that allows you to implement a purposeful process of professional training of future speech therapist teachers, to apply ways of realizing goals and tasks based on the final result. The principles of a systematic, activity-based, competence-oriented, practically oriented approach are the theoretical and empirical basis of research on the formation of the professional readiness of future speech therapists to work in the conditions of a developmental inclusive space. The conditions for training future speech therapists to work in the conditions of a developmental inclusive space are defined as: mastering the didactics of work in the conditions of an inclusive space, studying the prospective experience of creating a developmental inclusive space, mastering professionally oriented educational tools and didactic provision of a developmental inclusive space; creation of a card file of experience in the organization of developmental inclusive space; the equipment of the information base for the implementation of promising developments; diversification of didactic forms, methods, techniques, etc. The didactic model of training future speech therapist teachers to work in the conditions of a developmental inclusive space has propaedeutic, theoretical-operational, and productive stages. At each stage, the goal is specified, the content, methods, techniques, organizational forms, and means are determined.
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LESCOURRET BORER, Mariana. "Agir professoral." In Distances apprivoisées, 109–16. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4891.
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This contribution proposes to look back at the planning and organisation of my didactic sequences of FLE during the six weeks of distance teaching imposed by the confinement. After a presentation of the teaching context in which I find myself, I will present the digital tools mobilised to carry out the sequences and achieve the learning objectives. I will then discuss the phases that structured this period, namely a revision phase, a creative phase followed by a phase of discovery of new notions. After describing these three phases, I will give my personal reflections on how I experienced these different periods, and in particular on the place and role I gave to digital technology in the teaching scenario.
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GRABOWSKA, Monika, and Witold UCHEREK. "L’enseignement du FLE à l’Institut d’études romanes de l’Université de Wrocław durant le confinement de 2020." In Distances apprivoisées, 51–58. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4902.
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Within the didactic process and until the confinement of spring 2020, however, at the University of Wrocław, interpersonal, group and institutional electronic communication (cf. McQuail's pyramid of communication levels 2010: 25) was mainly reduced to the exchange of e-mails and the transmission of information or documents, with some occasional attempts to implement computer-assisted teaching . This peaceful landscape was completely disrupted by the introduction of distance learning from 18 March 2020 (Regulation No. 29/2020 of the President of the University of Wrocław on the prevention of the spread of COVID-19 among members of the University of Wrocław community). Face-to-face classes were interrupted one week earlier, at the end of the second week of the semester (which normally consists of fifteen weeks). The teachers then had only eight days to completely reprofile their methodological portfolio for distance learning.
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Sharrock, Alison. "Amor Artis: The Daedalus Episode." In Seduction and Repetition in Ovid’s Ars Amatoria 2, 87–196. Oxford University PressOxford, 1994. http://dx.doi.org/10.1093/oso/9780198149590.003.0003.
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Abstract Twenty-one lines into Book 2, Ovid employs the didactic strategy of using an exemplum to illustrate the difficulty and importance of the task on which he has embarked-to keep a girl (keep a reader). The exemplum is the story of Daedalus, the archetypal artisan who escaped from his imprisonment in Minoan Crete by flying on wings which he had created. His son, Icarus, was also equipped with wings, but the boy flew too high, the sun melted the wax on his wings, and he fell into the sea. Although dead, he gained eternal fame through the sea which took his name, the lcarian Sea.
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Santos, Petrônio Matias, and Edson Sousa Soares. "The process of teaching learning of french as a foreign language in the light of law 10639." In CONNECTING EXPERTISE MULTIDISCIPLINARY DEVELOPMENT FOR THE FUTURE. Seven Editora, 2023. http://dx.doi.org/10.56238/connexpemultidisdevolpfut-129.
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This paper proposes to present a study about the francophonie, which, according to our investigations, has been defended as a form of cultural cohabitation, respect for diversity, solidarity between peoples. Law No. 10,639/2003 guarantees the teaching of the History of Africa and Afro-Brazilian Culture in all subjects of the Brazilian school curriculum, Elementary and Secondary Education. The didactic materials, also containing cultural elements can contribute to the promotion of education for ethnic-racial relations in the teaching of French as a Foreign Language (FLE). This research aims to investigate how the teaching of culture associated with francophonie and law 10.639/2003 is a teaching that also aims at the education of ethnic-racial relations. This research, characterized as an action-research, of interpretivist character, will be developed in an environment of public language center and, by concluding it, we hope to contribute to the reflection on the insertion of culture in the teaching of languages as a provoking element of reflections, debates, formation of the individual, construction of new social perspectives and also deconstruction of values related to race and prejudices cultivated in our environment.
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Heery, Edmund. "The New New Unionism." In Contemporary Industjrial Relations: A Critical Analysis, 175–202. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198773870.003.0008.
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Abstract Twenty years ago Coates and Topham published The New Unionism (1974). They argued in the book that the established forms and policies of trade unions were increasingly irrelevant to the needs of British workers and that, in consequence, a new unionism was emerging. This, they claimed, was based on the mobilization and direct participation of rank and file union members and was oriented towards challenging management control, both in the work-place and beyond. Coates and Topham’s book was openly prescriptive in intent and was subtitled The Case for Workers’ Control. Other, less didactic analyses of trade unions in the 1970s, however, shared their view that the labour movement was shedding old baggage and changing rapidly both in terms of its internal structures and relationships and in the face it showed to other actors on the industrial relations stage (cf. Crouch 1979; Hyman 1983; Terry 1983; Undy et al. 1981).
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Tabernero-Rico, Roberto Domingo, Sonia-Francisca Pozo-González, and Alberto Prats-Galino. "Mangement of a 3D Visualization Program From Radiological Images in Neuroradiology." In Technological Adoption and Trends in Health Sciences Teaching, Learning, and Practice, 215–44. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8871-0.ch010.
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The latest technological advances in postprocessing of images have made possible the generation of three-dimensional (3D) models from 2D radiological images. The use of these models in PDF file allows interaction, providing useful visualization tools and management that facilitate the work and understanding of the anatomical region of the study area. All this is possible from a personal computer without the requirement of a professional workstation. In this chapter, the authors present the characteristics of 3D PDF software with anatomical models of the skull base. Therefore, through the management and development of these new educational contents, introduced as complementary didactic material for the study of anatomy in complex regions, the ability to understand is improved and learning is expedited. This is very important not only in the field of teaching but also in other applications, such as clinical practice and the scientific field, since it allows the use of these contents without the need to compromise patient safety.
Conference papers on the topic "FLE didactics"
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de Vries, Eti, and Heinrich Wortche. "Remote Labs Didactics." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274072.
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Akerfeldt, Anna, Susanne Kjallander, Linda Mannila, and Fredrik Heintz. "Exploring programming didactics in primary school - a gender perspective." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962386.
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de Azevedo, Hilton Jose Silva, Adriane Foohs, Gilson Sato, and Faimara do Rocio Strauhs. "Pedagogic coherence in virtual didactic authoring communities." In 2009 39th IEEE Frontiers in Education Conference. Imagining and Engineering Future CSET Education (FIE 2009). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350635.
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Martinez-Arias, Juan-Carlos, and Gerardo M. Sarria M. "Didactic and interdisciplinary experiences in a Software Engineering course." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685148.
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do Nascimento, Isabelle Melo, Wilk Oliveira, Pasqueline Dantas, Luiz Oliveira da Silva Junior, Juho Hamari, and José Rocha do Amaral Neto. "UnplugGamify: A Didactic Material to Support Student-Centered Unplugged Gamification." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343435.
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Miranda, Alexandre, Yolanda Bolea, Antoni Grau, and Alberto Sanfeliu. "Work in progress: A constructivist didactic methodology for a humanoid robotics workshop." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462226.
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de Lemos, Derlain Monteiro, Regina Barwaldt, and Carlos Rodrigues Rocha. "Didactic Resources for the Visually Impaired: A Systematic Review of the Literature." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343413.
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Block, Brit-Maren, and Paolo Mercorelli. "A new didactic approach in engineering education for conceptual understanding of Euler's Formula." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044491.
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Corso, Dante, Laura Forno, Gaetano Morrone, and Isabella Signorile. "Development of didactic design guidelines for the production of e-courses." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322588.
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King. "Structural and didactic methodologies for promoting professional orientation within engineering courses." In Proceedings Frontiers in Education Conference. IEEE, 1989. http://dx.doi.org/10.1109/fie.1989.69382.
Full textReports on the topic "FLE didactics"
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Belokonova, Nadezhda, Elena Ermishina, Natalya Kataeva, Natalia Naronova, and Kristina Golitsyna. E-learning course "Chemistry". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0770.29012024.
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The electronic training course ""Chemistry"" was created as an auxiliary resource to accompany the chemistry curriculum for the specialties of General Medicine, Pediatrics, and Dentistry. The purpose of studying the course is to form ideas about the structure and transformations of organic and inorganic substances that underlie life processes and influence these processes, in direct connection with the biological functions of these compounds. Course objectives: - formation of knowledge and skills about the basic laws of thermodynamics and bioenergy; about the structure and chemical properties of bioorganic compounds and their derivatives; - formation of knowledge necessary when considering the physical and chemical essence of processes occurring in the human body at the molecular and cellular levels; - developing the ability to carry out, when necessary, calculations of the parameters of these processes, which will allow a deeper understanding of the functions of individual systems of the body and the body as a whole, as well as its interaction with the environment; - training of a specialist who has a sufficient level of knowledge, skills, abilities, and is able to think independently and be interested in research work. The labor intensity of the course is 108 hours. The course consists of 3 didactic units. Each course topic contains theoretical material, a practice test to test your understanding of the theory, and a final test. Each final test on a topic is equivalent to a control event according to a point-rating system. Laboratory work is presented in the form of a video file and a test for it. In this way, an electronic form of completing a report for laboratory work is carried out. The materials presented in the course can be used by teachers as basic when testing students or as additional to those methodological developments that are currently used at the department.