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Journal articles on the topic 'FLE didactics'
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1
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.
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Hedid, Souheila. "La didactique de l’orthographe en question : étude expérimentale avec un public adulte." Traduction et Langues 16, no. 1 (August 31, 2017): 27–35. http://dx.doi.org/10.52919/translang.v16i1.621.
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The didactics of spelling in question: experimental study with an adult audience
Writing in all its forms guarantees the survival and persistence of human thought, which is how it is transmitted from generation to generation. At the heart of this practice, which is both social and individual, we see the emergence of the need to improve one's learning of spelling, the most obvious component of writing. In fact, with the emergence of Internet and the new means of communication, learning to spell is becoming more and more important. This study questions the dimension of this learning in an adult audience, it aims to identify what this teaching has as specific when it comes to the transmission of a foreign language to adults. The reflection initiated here refers to experimental research. The results of this didactic survey are analyzed with a qualitative methodology that allows the data to be interpreted according to several paradigms. The study of the FLE method used and the learning context gives us multiple analytical leads, the choice of a given approach depends on the characteristic elements of the corpus studied.
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Chiritescu, Ileana Mihaela. "EXPLOITATION DIDACTIQUE D'UNE PIÈCE DE THÉÂTRE EN CLASSE DE FLE – APPRENDRE LE FRANÇAIS PAR LE THÉÂTRE." Journal of Social Sciences V, no. 1 (February 2022): 34–40. http://dx.doi.org/10.52326/jss.utm.2022.5(1).04.
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Learning French through theater is one of the modern methods of learning, methods that are put at the service of a new didactics of teaching French. Theater performances can be a real motivation for students when used as a teaching aid for foreign language courses. Used as a teaching tool, theater has the ability to raise awareness and encourage students, as well as the strength to bring them effectively closer to the roots of the language studied. Theater means symbols that include characters, makeup, costumes, music, colors, soundtrack, painting. According to his vision, each person has an illusion about the world of theater performance - poetic, sentimental, cheerful, sad or melancholic illusion. With the help of all the artistic processes they have learned and which are at their disposal, each spectator and each actor transforms, in one way or another, into authors of the show, whose mission is to faithfully reproduce his own kind of illusion
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Paternostro, Roberto. "The appropriation of oral/spoken French by L2 learners." Scandinavian Studies in Language 14, no. 2 (December 19, 2023): 118–81. http://dx.doi.org/10.7146/sss.v14i2.142548.
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The expressions ‘oral French’ and ‘spoken French’ are often used as equivalents. However, they have implications that are far from trivial, especially when it comes to teaching the French language. In this article, we will attempt to point out the nuances behind the expressions oral and spoken French, through reflections on the diamesic and the diaphasic variational dimensions. Secondly, we shall present the implications that this perspective may entail when it comes to the teaching of French as a foreign language (FLE). This research on the teaching of spoken French will also allow us to take into consideration some issues and challenges in relation to the implementation of a ‘didactics of spoken French’. The presentation of examples from the fieldwork research will enable us to dig further into these questions.
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VAHED, Shiva, Mahmoud Reza GASHMARDI, Parivash SAFA, and Rouhollah RAHMATIAN. "Apprentissage collectif dans une classe virtuelle, un levier à l’apprentissage individuel ?" FRANCISOLA 7, no. 1 (December 24, 2022): 1–19. http://dx.doi.org/10.17509/francisola.v7i1.53535.
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RÉSUMÉCet article a pour objectif de trouver des solutions concourant à l’amélioration de l’apprentissage effectué dans les cours virtuels du FLE dans les universités iraniennes. Comme problématique, nous nous posons comment optimiser l’apprentissage des étudiants par le recours à l’apprentissage collectif. L’hypothèse principale sur laquelle s’appuie cette étude est que l’apprentissage collectif aurait un effet positif sur l’apprentissage individuel des étudiants. La méthodologie mise en œuvre dans cette recherche consiste à la mise en place de notre scénario coopératif dans deux cours de master II de la didactique du FLE à l’université Tarbiat Modares à Téhéran (Iran). Ensuite, nous procédons à l’analyse de l’apprentissage des étudiants par le recours à une grille d’évaluation, un questionnaire et des tests. Les études effectuées après cette expérience ont montré l’effet positif de l’apprentissage collectif. Cette pratique nous permet, aujourd’hui, de conclure qu’avec toutes les matières à enseigner, il est possible de susciter l’apprentissage collectif dont l’intégration dans le scénario éducatif aboutit à l’efficacité de l’apprentissage dans une classe virtuelle.Mots-clés : Apprentissage collaboratif, Apprentissage coopératif, Classe virtuelle, Enseignement supérieur en Iran, FLE, Interaction.ABSTRACTThis article aims to find solutions contributing to the improvement of the learning carried out in the virtual courses of the FLE in the Iranian universities. As a problem, we ask ourselves how to optimize student learning through the use of collective learning. The main hypothesis on which this study is based is that collective learning would have a positive effect on the individual learning of students. The methodology implemented in this research consists of the implementation of our cooperative scenario in two Master II courses in FFL didactics at Tarbiat Modares University in Tehran (Iran). Then, we proceed to the analysis of student learning through the use of an evaluation grid, a questionnaire and tests. Studies carried out after this experience have shown the positive effect of collective learning. This practice allows us, today, to conclude that with all the subjects to be taught, it is possible to arouse collective learning, the integration of which in the educational scenario leads to the effectiveness of learning in a virtual classroom.KEYWORDS: Collaborative learning, Cooperative learning, FFL, Higher Education in Iran, Interaction, Virtual Classroom.
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KARTIT, Yassine. "Pour une conscientisation didactique du sujet-lecteur-mondialisé en classe de FLE." Langues & Cultures 3, no. 01 (June 20, 2022): 61–75. http://dx.doi.org/10.62339/jlc.v3i01.142.
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En cette ère inédite, marquée et envahie par une mondialisation omniprésente ; le statut de l’individu, de son identité et de sa culture sont aujourd’hui des composantes majeures à repenser en matière de sciences humaines et plus particulièrement, en didactique des langues-cultures. Chose qui, par intransigeance, nous amène à examiner de près, les différentes approches culturelles/identitaires que chaque sujet-lecteur manifeste distinctement en classe d’enseignement-apprentissage du FLE ; lieu par excellence où, le texte littéraire est fortement exploité. De ce fait, à travers cette étude, nous allons mettre en relief une compétence culturelle nouvelle qui, singulière, se formule solennellement chez nos sujets-lecteurs-mondialisés Ŕcitoyens du mondeŔ que nous qualifierons de « compétence transculturelle ». De surcroît, réalisée dans divers champs culturels, notre travail de recherche a comme principale visée d’observer cette composante culturelle contingente qui se déploie formellement dans nos classes et que, jusqu’à présent, les textes officiels n’ont pas su mettre en exergue. AbstractIn this unprecedented era, recognized and invaded by an active and omnipresent globalization; the status of the individual, his identity and his culture are now major components to be rethought in matters of human sciences and more particularly, in language-culture didactics. Something which, by intransigence, brings us to a close examination, the different cultural / identity approaches that each subject-reader clearly manifests in French teaching-learning class; place par excellence where the literary text is strongly exploited. As a result, through this study, we are going to highlight a new cultural competence which, singular, is solemnly formulated in our globalized-readers-subjects - citizens of the world - whom we will qualify as “transcultural competence”. In addition, carried out in various cultural fields, our research work has as main aim to observe this contingent cultural component which is formally deployed in our classes and which, until now, the official texts have not been able to highlight.
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BENDREF, Laïla. "Quelle dimension culturelle dans l’enseignement/apprentissage du français à l’université algérienne ?" ALTRALANG Journal 1, no. 02 (December 31, 2019): 65–70. http://dx.doi.org/10.52919/altralang.v1i02.24.
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ABSTRACT: At the Algerian university, in particular in didactics of French, several branches and diverse naming invaded the ground: FLE, FOS, FOU, etc. Naming which weave around a common element that is French "F". The first foreign language installed for a long time in Algeria but she is always in question regarding education and regarding learning.
In fact, we can speak about cultural interbreeding in the face of students/learners in trouble annoying in French? Thus, that we do have to face this complex reality, in the face of these naming in harmony in official texts but often in conflicts on the ground?
RÉSUMÉ: À l’université algérienne, notamment en didactique du français, plusieurs branches et diverses appellations ont envahi le terrain : FLE, FOS, FOU, etc. Des appellations qui se tissent autour d’un élément commun qu’est le français "F". La première langue étrangère installée depuis longtemps en Algérie mais elle est toujours en question en matière d’enseignement et d’apprentissage.
En fait, nous ne pouvons pas nier que plusieurs recherches ont été faites et se font pour exposer la réalité et les perspectives de ce français accompagnateur de notre langue, la langue arabe de manière générale. Mais, peut-on parler de métissage culturel face à des étudiants/apprenants en difficulté gênante à l’oral ainsi qu’à l’écrit ? Donc, que doit-on faire face à cette réalité complexe, face à ces appellations en harmonie dans les textes officiaux mais souvent en conflits sur le terrain ?
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Achab, Djamila. "Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université." Traduction et Langues 15, no. 1 (December 31, 2016): 154–59. http://dx.doi.org/10.52919/translang.v15i1.721.
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Teaching/Learning Strategies in the Teaching of French as a Foreign Language at University
The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system.
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Hamon, Yannick. "Révisions transatlantiques : une expérience de télécollaboration entre l’Université Ca’ Foscari et Bentley University." Altre Modernità, no. 27 (May 30, 2022): 98–112. http://dx.doi.org/10.54103/2035-7680/17879.
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The aim of this work is to present the ins and outs of a telecollaboration project between an American university (Bentley University) and Ca' Foscari University. This project targets oral production and revision skills around an authentic language object, the video CV. Between March and April 2021, the author and a colleague from Bentley University set up a collaborative video CV revision project between 10 American FLE students and 13 students from Ca' Foscari University of Venice, Italy (CEFR level B1-B2 for both groups). After a preparation phase started in December 2020 on both sides of the Atlantic, the device was implemented with work phases in synchronous and asynchronous modality. First, we will provide a theoretical framework concerning the use of telecollaboration mediated by computer for didactics of French as a foreign language. Then, we will go into more detail on the organisation, the setting up of the project and the modalities, the course of the exchanges and the tools used. Finally, we will present the first results obtained through this project and raise some issues about some negative outcomes.
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Mohammed, Raj. "Enseigner les compétences interculturelles à l'ère du Covid 19, expérience E-tandems entre l'Université Hassan 1er au Maroc et l'Université d'Angers en France." Anales de Filología Francesa, no. 29 (November 24, 2021): 379–95. http://dx.doi.org/10.6018/analesff.487071.
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Para garantizar la continuidad educativa interrumpida por el coronavirus, la Universidad Hassan 1 en Marruecos y la Universidad de Angers en Francia y agrupar un proyecto de tándem electrónico para enseñar francés como lengua extranjera (FLE). Del lado angevino, La experiencia permitirá a los estudiantes de las didácticas FLE realizar su pasantía con una audiencia que pertenece a diferentes entornos geográficos y culturales ; en el lado marroquí, estudiantes de Hassan 1 Universidad dieciocho estudiantes elegidos en dos establecimientos, vivirá en momentos de apertura para desarrollar sus habilidades lingüísticas y comunicativas con los nativos franceses. Los tándems están diseñados en función de las necesidades de los estudiantes marroquíes con un programa temático concertado por los gerentes educativos de las dos universidades. La dimensión intercultural será la base de esta experiencia, cuyo objetivo principal es utilizar nuevas tecnologías para comprender al Otro en sus aspectos lingüísticos, culturales y de civilización
To ensure educational continuity which has been broken by the Coronavirus, Hassan 1 University in Morocco and the University of Angers in France have pooled an E-tandem project for teaching French as a foreign language (FLE). On the Angevin side, the experience will allow students of the FLE didactics to carry out their internship with an audience belonging to different geographic and cultural backgrounds; on the Moroccan side, eighteen students from two different schools belonging to Hassan 1 University have been chosen to live opening moments to develop their linguistic and communicative skills with French natives. The tandems are designed based on the needs of Moroccan students with a thematic program concerted by the educational managers of the two universities. The intercultural dimension will be the foundation of this experience, the main aim of which is to use new technologies to understand the Others as far as their linguistic, cultural and civilizational aspects. Covid 19 a certainement ankylosé tous les secteurs actifs stratégiques des sociétés à l’échelle planétaire. Mais la ténacité du virus a paradoxalement engendré des para systèmes pour contourner les méfaits afin de sauver l’humanité de l’emprise de cette pandémie meurtrière. Au Maroc, comme partout dans le monde, le domaine de l’enseignement n’est pas le moins touché. Mis à l’épreuve par un ennemi imprévisible mettant la vie humaine en péril, les établissements universitaires doivent faire face au monstre et relever le défi afin d’assurer la continuité pédagogique
Au Maroc, parmi les cinq fonctions de l’Ecole, stipulées par Le Conseil Supérieur de l’Education, de la Formation et de la Recherche scientifique dans le cadre de la vision stratégique de la Réforme (2015-2030), on trouve celle relative à la Recherche et à l’innovation. Certes, innover, en général, et surtout en pédagogie est un acte complexe. Parfois, l’action d’innover est synonyme d’aventure qui pourrait conduire à l’échec ou à la réussite. Mais quand les facteurs de l’innovation sont disponibles, l’art du management consiste à saisir cette opportunité pour insuffler un esprit de team building afin d’ouvrir de nouveaux horizons, dépasser « la vision du tunnel» et aplanir les obstacles en construisant de nouveaux paradigmes scientifiques et professionnels susceptibles de s’ériger en mode de fonctionnement efficient.
C’est dans ce cadre que les deux universités ont mis en commun un projet E-tandem pour l’enseignement du français langue étrangère ( FLE). Du côté angevin, l’expérience va permettre aux étudiants du didactique du FLE d’effectuer leur stage avec un public appartenant à un sol géographique et culturel différent ; du côté marocain, les étudiants de l’université Hassan 1er – vingt-huit étudiant (e) s choisi(e)s dans quatre établissements , vont vivre des moments d’ouverture pour développer leurs compétences linguistiques et communicatives avec des natifs français. Les tandems sont conçus à partir des besoins des étudiants marocains avec un programme thématique concerté par les responsables pédagogiques des deux universités. La dimension interculturelle sera le socle de cette expérience dont le but principal consiste à se servir des nouvelles technologies pour comprendre l’Autre dans ses aspects linguistiques, culturels et civilisationnels.
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VAHED, Shiva, and Marzieh MEHRABI. "MISE EN PLACE DE L’APPROCHE ACTIONNELLE DANS UNE CLASSE INVERSÉE DU FLE : VERS UNE ÉVOLUTION DE LA PÉDAGOGIE UNIVERSITAIRE." FRANCISOLA 2, no. 1 (July 5, 2017): 93. http://dx.doi.org/10.17509/francisola.v2i1.7530.
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RÉSUMÉ. Les transformations des systèmes universitaires du monde, dues à l’insertion des TIC et des approches pédagogiques différentes, nous ont amenée à faire une recherche sur l’une des possibilités favorisant le terrain de mutation de l’enseignement supérieur du FLE, une mutation qui implique le changement du système universitaire et du comportement des acteurs du terrain afin d’acquérir le savoir comment agir. Cet article s’est donc assigné un objectif : créer un lien entre deux mouvements récents en didactique, la classe inversée et l’approche actionnelle. Après avoir effectué une étude analytique sur ces concepts ainsi que sur la pédagogie universitaire s’inscrivant dans les pédagogies active et numérique, un scénario didactique a été proposé pour les niveaux A1-A2 du CECRL destiné aux étudiants de la première année de licence, tout en appliquant les concepts théoriques présentés au cours de l’article. Mots-clés : approche actionnelle, classe inversée, pédagogie universitaire, scénario pédagogique, TIC ABSTRACT. The transformations of the world's academic systems, due to the integration of ICT and different pedagogical approaches, led us to research one of the possibilities providing the field of mutation of the higher education in the FFL, a mutation that implies the change of the university system and behavior of actors in order to acquire knowledge how to act. The goal of this article is to create a link between two recent movements in didactics, the flipped learning and the actional approach. After an analytical study on these concepts as well as on university teaching in active and digital pedagogy, an educational scenario was proposed for the A1-A2 levels for students in the first year of BA applying the theoretical concepts presented in this article. Keywords: Actional approach, Flipped learning, University teaching, Pedagogical scenario, ICT
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DEL OLMO, Claire. "L’APPRENTISSAGE DU DIALOGUE D’UN EXTRAIT DE FILM PAR DES APPRENANTS DE FLE : L’EFFET DU LEXIQUE DES EMOTIONS SUR LES PROCESSUS COGNITIFS DE MEMORISATION." FRANCISOLA 2, no. 2 (December 31, 2017): 144. http://dx.doi.org/10.17509/francisola.v2i2.9406.
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RÉSUMÉ. Depuis 2010, les didacticiens spécialisés dans l’enseignement/apprentissage des Langues Etrangères (LE) s’intéressent aux émotions. Nous suivons leur lignée. Dans cet article, nous présentons une recherche qui s’inscrit en didactique cognitive des LE. Nous appréhendons la manière dont les apprenants de Français Langue Etrangère mémorisent les informations verbales d’un extrait de film, dont le dialogue contient des mots du champ lexical des émotions. Afin d’observer ce phénomène, nous réalisons une étude expérimentale auprès de 13 sujets chinois, de niveau B2 en français. Dans un premier temps, les sujets apprennent le dialogue d’un extrait filmique afin de le théâtraliser. Une semaine plus tard, nous leur demandons de rappeler le dialogue. Les résultats montrent que les sujets mémorisent mieux les parties du dialogue qui sont affectivement chargées, avec du lexique des émotions. Ces résultats ont des implications claires quant à la création de matériel pédagogique ou la sélection de supports pour ceux qui souhaitent optimiser les processus cognitifs de mémorisation des apprenants et favoriser l’acquisition du vocabulaire, de structures linguistiques.Mots-clés : cognition, dialogue, FLE, lexique des émotions, mémorisation ABSTRACT. Since 2010, the didacticians specialized on foreign language teaching are working on emotions. Our reflexion fits into this framework. This article presents a cognitive didactics research on foreign language. It deals with how learners memorize the dialogue of a film extract when this dialogue has emotional lexicon. In order to observe this phenomenon, an experimental study was conducted to 13 chinese subjects with a B2 level in french. First, the participants learn the dialogue of an extract in order to play the scene. A week later, they are asked to remember the dialogue. The results show that the participants memorize more the part of the dialogue with emotional lexicon. This results have clear implications for the creation of pedagogical tools and the selection of tools for people who want to improve the learner’s cognitive memorization process and the acquisition of vocabulary and linguistic structures. Keywords : cognition, french as a foreign language, emotional lexicon, memorization.
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Bolaños García-Escribano, Alejandro, and María del Mar Ogea Pozo. "Didactic audiovisual translation." Audiovisual translation and media accessibility in language learning contexts 9, no. 2 (July 14, 2023): 187–215. http://dx.doi.org/10.1075/ttmc.00108.bol.
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Abstract This paper discusses the uses and applications of interlingual subtitling for the d/Deaf and hard of hearing (SDH) in the language classroom and builds on a pilot experiment involving over a hundred students who partook in a didactic initiative based on the use of SDH. The present study forms part of the TRADILEX (2020–2023) international project, which draws on action-oriented approaches to produce didactic sequences of didactic audiovisual translation (AVT) and media accessibility (MA) tasks in foreign language education (FLE). A pilot experiment involving didactic interlingual captioning (Spanish into English) was carried out with two cohorts of students (N = 104) from two undergraduate programmes at a Spanish higher-education institution. The results shed light on the students’ perception of didactic SDH, as well as the pedagogical benefits of learning English by captioning video clips. The students boosted their translation skills in different ways, and awareness was raised on the importance of analysing visual, acoustic and paralinguistic information when localising clips. Ultimately, this paper examines the potential benefits of action-oriented captioning tasks and advocates for integrating didactic AVT-MA into the FLE curriculum.
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Mayer, R. "ABOUT THE ASSESSMENT OF PHYSICAL, MATHEMATICAL AND COMPUTATIONAL COMPLEXITY OF PHYSICS TASKS." Scientific Research and Development. Socio-Humanitarian Research and Technology 12, no. 1 (April 11, 2023): 54–60. http://dx.doi.org/10.12737/2306-1731-2023-12-1-54-60.
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The effective method of developing students' physical thinking consists in solving specially selected tasks presented by the teacher in accordance with the principle «from simple to complex». Therefore, the development of methods for assessing the didactic complexity of physical tasks is an urgent problem of didactics. Its resolution will optimize the learning process and knowledge control, quickly and correctly determine the didactic complexity of tasks for the Unified State Exam, physical Olympiads, various task books and test materials. It is established that the didactic complexity of the physics tasks consists of physical, mathematical and computational complexity. To evaluate the numerical components of complexity, it is necessary: 1) formulate the task condition so that it briefly and at the same time fully reflects the analyzed physical situ-ation; 2) write out 5 key terms – the most complex scientific concepts used in solving the physics task; 3) write down the formulas used and the result obtained in general form; 4) create a file in which physical formulas, mathematical reasoning, calculations are verbally encoded in the form of separate sentences; 5) analyze the text file using the special program, determine the overall semantic complexity and the coefficient of in-formation folding; 6) calculate the physical, mathematical and computational complexity by summing up the complexity of the corresponding terms and ordinary words. This will determine the didactic complexity of the task. The article presents examples of the proposed method use, analyzed the results.
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Ra, Young-kyun. "Literary Didactics and Literary History." Hankuk University of Foreign Studies Literature Studies 86 (May 30, 2022): 51–68. http://dx.doi.org/10.22344/fls.2022.86.51.
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Martín del Pozo, Maria Ángeles, and Débora Rascón Estébanez. "Textbooks for Content and Language Integrated Learning: policy, market and appropriate didactics?" Foro de Educación 13, no. 18 (2015): 123–41. http://dx.doi.org/10.14516/fde.2015.013.018.007.
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KANG, Shin-Tae. "Outils didactiques, vecteurs d’interactions dans la classe de FLE en Corée du Sud." FRANCISOLA 3, no. 1 (July 9, 2018): 72. http://dx.doi.org/10.17509/francisola.v3i1.11893.
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RÉSUMÉ. Les apprenants de cours de langues hésitent souvent à prendre la parole en classe. Cet article vise à étudier comment les enseignants de FLE utilisent des supports pédagogiques variés dans leurs cours de conversation, et comment ces outils didactiques rendent les interactions plus vivantes et intéressantes pour les apprenants. La méthode de l’analyse conversationnelle sera appliquée à un corpus de données enregistrées authentiques et naturelles : des cours de FLE délivrés par des enseignants français à des apprenants coréens dans l’enseignement supérieur en Corée du Sud. Les données vidéo et les transcriptions seront analysées sous l’angle de la méthode empirico-inductive afin de décrire les zones d’interaction générées par chacun des outils didactiques employés dans le corpus. Il sera établit que ces zones d’interaction peuvent focaliser le regard et l’attention des apprenants dans des relations « émetteur-récepteur » entre enseignants et apprenants variant au gré des nombreux ateliers proposés. Mots-clés: apprenant coréen, FLE, interaction, outils didactique, salle de classe. ABSTRACT. Language learners are often reluctant to speak in class. This article aims to study how FFL teachers use a variety of teaching aids in their conversation classes, and how these didactic tools make interactions more lively and interesting for learners. The conversational analysis method will be applied to a corpus of authentic and natural recorded data: FFL courses delivered by French teachers to Korean learners in higher education in South Korea. The video data and transcriptions will be analyzed from the angle of the empirico-inductive method in order to describe the interaction zones generated by each of the didactic tools used in the corpus. It will be established that these interaction zones can focus the look and attention of learners in "transmitter-receiver" relations between teachers and learners, varying with the many workshops offered. Keywords: Korean learner, FFL, interaction, didactic tools, classroom.
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JEANNIN, Magali. "La francophonie en contexte FLE : Littérature et éducation interculturelle." Journal of Linguistic and Intercultural Education 13 (December 1, 2020): 117–32. http://dx.doi.org/10.29302/jolie.2020.13.7.
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Despite institutional recommendations, particularly those of the Council of Europe, advocating the development of plurilingual and pluricultural skills in language teaching, the contemporary context is characterised by the increasing development of identity-related tensions and by the enclosure in representations of languages and cultures. In this context, the learning of FFL (French as a Foreign Language) by the French-speaking world is a means of valuing cultural and linguistic variation and thus challenging a purely French vision of French, in order to overcome the stereotypes transmitted both by teaching materials and by teachers and reproduced by learners. It is therefore a question of restoring to the concepts of otherness and intercultural education their full meaning, which is today diluted, even betrayed, by a global approach that reduces the complexity of the encounter with the other. In this context, French-language literature appears to be a privileged tool for intercultural mediation because it presents an experience of linguistic and cultural plurality and allows the learner to live this experience himself, provided that the teacher implements a genuine didactic approach to involvement. Three examples are presented, from level A2 to C2, from works by contemporary French-speaking authors - including migrant literature. We attempt to show how a didactic approach to French-language literature at the service of intercultural education can mobilise the subjectivity of the learner and enable him/her to meet the subjectivity of the author on the one hand, and that of other learners on the other. The FFL class thus becomes the place where a community of readers develops, with universal and singular paths, and where intersubjectivity is experimented. The proposed examples show how the literary approach can reveal subjectivity, linguistic and cultural plurality, and also present universal and shared figures and principles. In this way, it fights against the enclosure and essentialisation of identity, and closes the gap between us and others. It enables the implementation of a dialogue between individuals and cultures, but also within each individual, who thus discovers that he or she is plural.
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Cheikh, Saadia. "Le défi de la diversité culturelle et l’enseignement du FLE en Algérie." Traduction et Langues 14, no. 1 (August 31, 2015): 28–35. http://dx.doi.org/10.52919/translang.v14i1.795.
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The challenge of cultural diversity and the teaching of French as a foreign language in Algeria
The intercultural approach is imperative in the teaching French foreign language because no human, in archaic or modern society is without culture, but every culture is singular and Algeria does not make the exception and the Algerian learner is multicultural and multilingual. Then how can we make sensitive our learners in the cultural skill and which are the didactic proposals to approach the intercultural in class of French as a foreign language?
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Lee, Ukjin. "The Narrative Structure and Didactic Function of Shijing Mao 154." Hankuk University of Foreign Studies Literature Studies 86 (May 30, 2022): 93–118. http://dx.doi.org/10.22344/fls.2022.86.93.
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Escribano, Alejandro Bolaños-García, and Marga Navarrete. "An action-oriented approach to didactic dubbing in foreign language education: Students as producers." XLinguae 15, no. 2 (April 2022): 103–20. http://dx.doi.org/10.18355/xl.2022.15.02.08.
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This article discusses the action-oriented foundations of TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign Language Education), a project funded by the Spanish Ministry of Science and Innovation, which involves researchers from twelve universities across Europe and the UK. This project focuses on the improvement in the linguistic skills perceived through audiovisual translation (AVT) practices such as the use of captioning (i.e., interlingual and intralingual subtitling) and revoicing (i.e., dubbing, voice-over, and audio description) through an action-oriented approach (AoA). The ultimate objective is the study of AVT as a means to enhance learners’ communicative competence and reception, production, and mediation skills in an integrated manner. Following the design of a methodological proposal for a didactic sequence of AVT tasks, proposals are currently being piloted with B1 and B2 adult learners of English as a foreign language utilising – and adapting – the recent illustrative descriptors (Council of Europe, 2018) for AVT instruction. The potential benefits of action-oriented AVT tasks in foreign language education (FLE), in which foreign-language learners become active producers of AVT work, are put to the test employing empirical inquiry and thereafter advocating for more comprehensive integration of AVT in the FLE curriculum overall.
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BOURRAY, Mounir. "L’interculturel dans l’enseignement/apprentissage du FLE au Maroc." FRANCISOLA 3, no. 2 (March 2, 2019): 122. http://dx.doi.org/10.17509/francisola.v3i2.15746.
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RÉSUMÉ. Dans le cadre de la didactique des langues étrangères, cet article ayant tracé pour objectif d’étudier la place et le rôle de l’interculturel dans l’enseignement / apprentissage du FLE, présente, dans un premier temps, les résultats d’une enquête menée auprès des enseignants de FLE et des apprenants du cycle secondaire qualifiant au Maroc, et qui se résument comme suit : l’enseignement / apprentissage du FLE implique impérativement l’enseignement / apprentissage de sa culture. Ce rapport langue / culturelle exige de la part des enseignants et leurs apprenants l’adoption en classe de nouvelles approches pédagogiques qui doivent prendre en charge, en plus des dimensions linguistiques et communicatives, celles culturelles et interculturelles du FLE. Dans un second temps, il leur propose quelques pistes pédagogiques possibles pour profiter au maximum de leur contexte plurilingue et multiculturel dans l’enseignement / apprentissage de la dite langue. Mots-clés : apprentissage - enseignement – FLE - interculturel ABSTRACT. In the process of foreign languages didactic, the objective of this article is to investigate the place and role of the intercultural in teaching/ learning process of FLE, to present, in the first phase, the results of a survey on FLE teachers and high school Moroccan learners as follows: The teaching/learning operation of FLE dictates the teaching and learning of its culture. The language/culture rapport urges teachers and learners to adopt the pedagogical approaches and methods to account for the linguistic and communicative dimensions, be them cultural and intercultural of FLE. In the second phase, it recommends some pedagogical implications to be implemented in their multi-lingual and multi-cultural contexts in the process of teaching/learning of the same language. Keywords : FFL - learning – intercultural - teaching
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STEPANYAN, Araksya. "TRANSLATION IN FOREIGN LANGUAGE TEACHING." Foreign Languages in Higher Education 20, no. 1-2 (20) (March 4, 2022): 236–45. http://dx.doi.org/10.46991/flhe/2016.20.1-2.236.
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The present paper examines the role of translation in foreign language teaching. It observes various didactic methods of using translation to develop students’ translation skills and improve the foreign language teaching/learning process, as well as solve various problems of cross-cultural and cross-linguistic communication through the appropriate didactic approach and efficient use of translation.
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NODARI, KAREN ELISABETE ROSA, Fabiane Olegario, and Sandra Mara Corazza. "ARQUIVO ESCRILEITURAS: MODOS DE LER E ESCREVER." Linha Mestra, no. 43 (August 4, 2021): 19–28. http://dx.doi.org/10.34112/1980-9026a2021n43p19-28.
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Este texto toma um dos arquivos produzidos pelo Projeto (XXXXX) (2011-2014) tendo em vista mapear as pistas da invenção presente no Roteiro para inventariar procedimentos didáticos de tradução em uma aula que tratava de uma escrita fabuladora. Neste sentido, cria novos procedimentos analíticos com relação ao material arquivado oriundo das universidades parceiras no Projeto: UFRGS (coordenação), UFPel, UFMT e UNIOESTE. Filiado ao campo conceitual operatório deleuziano, postula em termos educacionais, uma didática e um currículo tradutórios, seguindo as indicações de Corazza (2013). Sendo que tem como base os conceitos de diferença pura e de signo, formulado por Deleuze (1988; 2003), o de invenção postulado por Bergson (2006) e o de arquivo proposto por Derrida (2001). Em termos de resultados é possível afirmar a prevalência dos signos das artes nos procedimentos inventivos, a fim propiciar o surgimento de uma escrita potente. Palavras-chaves: Arquivo. Signos. Invenção. (X) file: ways of reading and writing Abstract: This paper has taken one of the files produced by the Project (XXXX) (2011-2014), aiming at mapping the tracks of invention found in the Guide for an inventory of didactic translation procedures in a class. It designs new analytical procedures in relation to the filed material coming from the Universities that are partners in the Project: UFRGS (coordination), UFPel, UNIOESTE, and UFMT. Following Deleuze’s conceptual operational field, it postulates a translative didactics and curriculum in the educational sphere, by following Corazza’s guidelines (2013), and based on the concepts of pure difference and sign, as formulated by Deleuze (1988; 2003), invention, by Bergson (2006), and file, as proposed by Derrida (2201). In terms of results, it states the prevalence of the signs of the arts in inventive procedures in order to favor the appearance of a powerful writing. Keywords: File. Signs. Invention.
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Grabowska, Monika. "Les dictionnaires dans l’apprentissage du fle en pologne : état des lieux." Romanica Wratislaviensia 63 (October 11, 2016): 53–67. http://dx.doi.org/10.19195/0557-2665/63.5.
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USE OF DICTIONARIES IN TEACHING FRENCH AS A FOREIGN LANGUAGE IN POLAND: BASELINE STUDY The paper focuses on the use of the dictionaries in the context of French as a foreign language in Poland. We assume, according to the Common European Framework and some other theoretical studies, that a dictionary is not only a learning tool but also a text which implies strategies of use. Consequently we consider that the learners should be provided with full-fledged dictionary skills which would make them able to explore the totality of linguistic and cultural richness of a dictionary. Unfortunately, we can prove that the use of dictionaries particularly the monolingual ones is not frequently integrated as a didactic goal in the French handbooks. Eventually, the analysis of 133 students’ surveys highlights some of the shortcomings and deficiencies in their practice of monoligual dictionaries. Their linguistic biographies emphasize the need of teaching advantages and disadvantages of different kinds of dictionaries and the special features of their micro- and macrostructure.
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Corica, Ana Rosa. "Comparison the Fee of Cell Phone Companies: Collaborative Study between a Mathematics Teacher-Trainee and High School Students." International Journal of Education in Mathematics, Science and Technology 8, no. 1 (January 12, 2020): 16. http://dx.doi.org/10.46328/ijemst.v8i1.787.
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This paper reports on the results of the design and implementation of a didactic device proposed by a mathematics teacher-trainee. This student did a course designed for didactic - mathematical training with the aim of adopting a non-traditional didactic model based on research, while linking mathematics with other disciplines. The teacher-trainee developed its implementation in a senior- course of an Argentine high school. This didactic device is based on the analysis of a real and present situation whose study allows to make some gestures of the questioning world paradigm, in the current conditions of an Argentine high school.
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Belmihoub, Soltana. "Pourquoi nos Etudiants ne Parlent-ils pas Français ?" Traduction et Langues 17, no. 1 (August 31, 2018): 63–73. http://dx.doi.org/10.52919/translang.v17i1.564.
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Why our students do not speak French?
This paper focuses on the oral production of students enrolled in the License of French CUR Ahmed Zabana Relizane. Our goal is to identify the difficulties and apprehensions of these students for French as Foreign Language Affairs (FLE) and this in light of the research results of experts in this field. Our goal is to take stock of the situation of students enrolled in 1LTD License and to identify didactic processes to better understand discourse processes and oral language skills. French in these students.
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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 number of selected literary texts. Pedagogical mediation is understood as a thoughtful process during which students develop the self-awareness in the role of foreign-language and foreign-culture mediator by acquiring the skills necessary for their personal and professional growth, using the full potential of literary texts. At the same time, by deepening the receptive language skills, reading of texts develops also the productive language skills, i.e. speaking and writing, and to the awareness of students’ didactic thinking. Students’ lesson plans show the level at which they are at the moment on their professional skills development path.
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Segura Tornero, Alfredo, and Nadine Nuñez Morini. "Promouvoir la sensibilité interculturelle avec une exposition virtuelle en FLE." ALTRALANG Journal 5, no. 01 (June 10, 2023): 86–95. http://dx.doi.org/10.52919/altralang.v5i01.259.
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Promoting Intercultural Sensitivity with a Virtual Exhibition in FLE
ABSTRACT: This article aims to present a didactic proposal carried out between the Faculty of Education and the Humanities at UCLM to develop the different stages of a virtual exhibition and to promote intercultural competence with a critical mind. Help to ultimately become a responsible, active, critical, and supportive citizen, showing a commitment to tolerance. This is the project of Enterculturas 2.0 that we have joined together to transmit these global and intercultural values through two characters Alice Guy Blaché and Gustave Eiffel, each precursor in their field. This proposal will allow us to reflect on new teaching practices and to see how new technologies an asset for the French can be as a foreign language class.
RÉSUMÉ : Cet article vise à présenter une proposition didactique menée à bien entre les facultés d’Éducation et d’Humanités de l’UCLM afin de développer les différentes étapes d’une exposition virtuelle et de promouvoir la compétence interculturelle faisant preuve d´un esprit critique. Aider à devenir en définitive un citoyen responsable, actif, critique et solidaire, montrant un engagement en faveur de la tolérance. Tel est le projet d´Enterculturas 2.0 auquel nous nous sommes unis afin de transmettre ces valeurs globales et interculturelles à travers deux personnages Alice Guy Blaché et Gustave Eiffel, précurseurs chacun dans leur domaine. Cette proposition nous permettra de réfléchir sur de nouvelles pratiques pédagogiques et de voir en quoi les nouvelles technologies peuvent être un atout pour la classe de Français langue étrangère.
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Belghitar, Imene. "L’apprentissage du FLE par la télévision : des formes télévisuelles à l’exploitation didactique." Traduction et Langues 16, no. 2 (December 31, 2017): 6–16. http://dx.doi.org/10.52919/translang.v16i2.594.
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FFL Learning through Television: TV forms for Educational Exploitation
The FL teaching / learning requires the exploration of new didactic tracks except those already in place. In our case, and in order to increase the possibilities of improving communication skills in French as a foreign language, it is a question of resorting to the television platform. Methodologically, and nothing but the level of the oral comprehension, for example, the authentic speeches in French are often characterized by such a complexity that even the linguistic competence, on its own, cannot account for all their significant scope. The communicational scope of certain cultural-heavy discourses, as the example we propose in this modest article, requires on the part of the teacher a new refocus on the encyclopedic competence, as a subsidiary form of cultural competence, but how decisive to decipher the messages which shape exolingual communication in French. To do this, the television tool embodied by the fiction- documentary proves to us to be very interesting, since, by its contribution in audiovisual information, it will facilitate access to some hidden forms (but which are both quite obvious and implicit for the native speaker) of the meaning inherent to any authentic production in contemporary French.
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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 (July 13, 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 students and at the same time proceed to a simplification of the normative vowel system of French which had already been suggested by some authors. Numerous examples are proposed, accompanied by the sound files that allow us to understand the context and the process of phonetic correction that characterize the oral productions of the students. Several important improvement factors are noted (vocal warm-up, reinforcement and articulatory effort, autocorrection, collaborative corrections). The pedagogical potential of this corpus is open to the scientific and academic community for its future applications to the teaching and learning of the pronunciation of French.</p>
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OUNISSI, Sarra. "Le texte littéraire : outil didactique pour l’enseignement/ apprentissage du français langue." Langues & Cultures 3, no. 03 (December 20, 2022): 84–94. http://dx.doi.org/10.62339/jlc.v3i03.157.
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L’introduction du texte littéraire dans une classe de langue s’avère une nécessité pour redonner le goût et le plaisir de lire pour mieux écrire. Notre recherche s’inscrit dans le cadre d’une réflexion sur l’enseignement des langues étrangères, en l’occurrence le français(désormais FLE)par le biais du texte littéraire, en vue du développement des compétences langagières et interculturelles qui représentent un enjeu majeur dans l’éducation. L’objectif primordial de ce travail est d’affirmer d’une manière évidente que le texte littéraire occupe une place considérable dans l’enseignement/apprentissage du FLE et de démontrer ainsi, qu’il demeure un outil didactique avantageux, présentant des valeurs linguistiques et culturelles. AbstractThe introduction of the literary text in a language class is a necessity to restore the taste and the pleasure of reading in order write better. Our research is part of a reflection on the teaching of foreign languages, in this case french(now FLE)through the literary text, with a view to the development of language and intercultural skills which represent a major in education. The primary objective of this work is to affirm in a an obvious way that the literary text occupies a considerable place in the teaching/learning of french as a foreign language and thus to demonstrate that it remains an advantageous didactic tool, presenting linguistic values and cultural.
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Hasan Kandeel, Rana, Wafa Bedjaoui, and Faten Mansi. "L’enseignement de la notion linguistique de symbole à l’aide des symboles culturels pour un public FLE." Moderna Språk 115, no. 1 (July 5, 2021): 1–18. http://dx.doi.org/10.58221/mosp.v115i1.6883.
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Cet article a pour objectif de décrire une démarche de didactisation de la notion de symbole dans un contexte de français langue étrangère (FLE). Dans le cadre d’un module de linguistique qui fait partie d’une formation en traduction, les enseignantes ont rencontré des difficultés à faire comprendre des notions telles que « le symbole » à leurs apprenantes arabophones. Il a donc fallu adapter l’enseignement du concept en mettant en oeuvre des activités sur les représentations culturelles. Cette méthode a aidé les étudiantes à assimiler le concept abstrait de symbole et à acquérir une méthodologie de travail pour l’appréhender. Nous y revenons ici en trois temps. Dans la première partie, nous présentons le cadre théorique qui replace la notion de symbole dans sa relation avec la culture. Nous explorons ensuite les spécificités socio-culturelles et pédagogiques du contexte d’étude, et les difficultés de l’enseignement de la notion en cours de linguistique. Dans la dernière partie, nous mettons en lumière les démarches didactiques mises en oeuvre par les enseignantes de français dans un cours de linguistique pour faciliter l’apprentissage de la notion de symbole.
This article aims to analyze a didactic approach to teach the linguistic concept of symbol in a context of French as a foreign language (FFL). The teachers who taught the linguistics courses found it difficult to inculcate concepts such as symbol to Arabic-speaking learners enrolled in a translation specialization. Therefore, they had to change the way of teaching the concept through the implementation of activities about cultural representations in FFL classes. This method helped the students to assimilate the abstract concept of symbol and to acquire a method to apprehend them. Our article is divided into three parts. In the first part, we present the theoretical framework based on the concept of symbol and its relationship with culture. Then, we proceed to the description of the socio-cultural as well as pedagogical characteristics of our context of study and we analyze the difficulties of teaching symbols. In the last part, we highlight the didactic approaches implemented by French teachers in a linguistics course to facilitate the learning of the concept of symbol, through the learning of French symbols by giving concrete examples from French culture.
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Sanz Moreno, Raquel. "L’écriture en français à travers l’appréhension d’un nouveau genre textuel : l’audiodescription." Çédille, no. 22 (2022): 455–73. http://dx.doi.org/10.25145/j.cedille.2022.22.21.
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"In this article we analyze students' appropriation of a new textual genre: audio description. We start from the application of a didactic sequence in French as a foreign language description script by means of external regulations (models of scripts in French and Spanish). This qualitative research focuses on the study of the initial and final products, i.e. the texts produced by the students in French, as well as a final questionnaire to determine their percep-tion of this new genre. The students establish a direct relationship between the models, their discursive, structural, and linguistic characteristics, and their final written productions. Keywords: audio description, writing, discursive genre, French foreign language (FLE)."
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Kazlauskienė, Vitalija. "Lexical Collocations and their Acquisition in French as a Foreign Language (FLE)." Sustainable Multilingualism 20, no. 1 (June 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 define the regularities of lexical combinations in the French interlanguage of Lithuanian learners with level B1. Thanks to the corpus at our disposal, we observed that nomino-adjectival collocations at this level are more frequent than verbal collocations. However, in the percentage of total, the number of collocations only represents a contingent part of the corpus. The corpus also reveals that the present combination of words is not always diversified either by its syntax or by its lexical content, which is sometimes atypical of standard French. Learners choose from a fairly limited number of rather free lexical units. The process of interference and hybridization can be seen as an essential contamination of collocations, both lexically and syntactically. The data received makes it possible to note that collocational competence is insufficient. The results of this study also show that the analysis of collocational constructions can reveal the relationships between competence and performance of speakers.
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TARNAOUI, Moulay Mohamed, and Boujghagh HASSAN. "La ponctuation des lyceens marocains du FLE : Défauts textuels et dispositifs de remediation." FRANCISOLA 3, no. 2 (March 2, 2019): 141. http://dx.doi.org/10.17509/francisola.v3i2.15747.
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RÉSUMÉ. Dans le cadre de cette contribution, notre objectif est d’analyser les défauts de ponctuation des lycéens marocains pour répondre à la question suivante : les signes de ponctuation erronés ne contribueraient-ils pas à l’incompréhension et à l’opacité textuelle ? Le support qui servira de base au dépouillement des données est la production écrite. Il est donc crucial de repérer et de classer ces déviations localisées dans les copies des lycéens du FLE. Ces erreurs sont des indices des problèmes d'apprentissage du français chez nos sujets. Notons que cet aspect de la langue est souvent marginalisé par les enseignants bien qu’il contribue à la cohésion textuelle. Les résultats de ce travail ont révélé que la ponctuation reste non maîtrisée et bloque ainsi la compréhension du texte. C’est pourquoi, il sera fructueux de proposer quelques remédiations didactiques en faveur des futurs enseignants. Mots-clés : défauts textuels, français langue étrangère, ponctuation, production écriteABSTRACT. As part of this contribution, our objective is to analyze the punctuation defects of the Moroccan high school students to answer the following question: the punctuation marks mistakes not contribute to the misunderstanding and the textual opacity? The support that will be used as the basis for the data analysis is the written production. It is therefore crucial to identify and classify localized punctuation deviations in FFL high school students' copies. These errors are indicative of the problems of learning French in our subjects. Note that this aspect of language is often marginalized by teachers, although it contributes to textual cohesion. The results revealed that the punctuation remains uncontrolled. That is why it will be fruitful to propose some didactic remedies for future teachers. Keywords : textual flaws, French foreign language, punctuation, written production
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Górecka, Joanna. "Comment préparer les (futurs) enseignants de FLE à parler de la littérature ? Présentation d’un projet didactique." Neofilolog, no. 59/1 (October 24, 2022): 159–73. http://dx.doi.org/10.14746/n.2022.59.1.12.
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The aim of the article is to present the theoretical foundations underlying our didactic work, part of the European project DECLAME’FLE, and its objectives. The proposed reflection concerns the possibility of developing reading practices in FL among readers who are learners of French as a foreign language. The chosen approach exploits the concept of so-called literary reading, oriented towards a theoretical-aesthetic analysis of the text. In the school context, this analysis and interpretation is usually done in dialogue with other readers. However, in the case of personal reading, the reader-learner chooses their texts freely and is not supervised in the activity. We argue that media resources can be an effectively used by learners in their reading and in the analytical and reflective tasks that follow. Based on observation categories from discourse analysis and with reference to research on literary reading, we propose exercises for (future) teachers of French as a foreign language. Their aim is to model the reading of journalist and popular critical discourse in order to draw information from it about the book, the author and the presence of the book in the public space, observe the discourse strategies used and integrate them, in order to be able to talk about reading experiences and make presentations of appreciation of texts.
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Malinowski, Tomasz, Tadeusz Mikolajczyk, and Adrian Olaru. "Control of Articulated Manipulator Model Using ATMEGA16." Applied Mechanics and Materials 555 (June 2014): 147–54. http://dx.doi.org/10.4028/www.scientific.net/amm.555.147.
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The paper presents a model for the construction of an articulated manipulator with 3 degrees of freedom (DOF). It is made from lightweight metal. To drive was used the stepper motors. Manipulator control system was made using a ATMEGA16 microcontroller. The control software was elaborated in BASCOM. Manipulator were tested using a manually control by joystick and in automation mode using a data file in array form. Presented solution is useful for didactics. By using more powerful motors and more complicated design it can be used to implementation in industrial conditions.
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Rodríguez-Gonzálvez, P., E. García-Peralo, D. Oliveira, and M. Rodríguez-Martín. "DIGITAL MODELS OF STONE SAMPLES FOR DIDACTICAL PURPOSES." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W15 (August 26, 2019): 1007–13. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w15-1007-2019.
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<p><strong>Abstract.</strong> This paper presents a virtual methodology based on the generation of virtual models of stones in the context of the virtual laboratories for the acquisition and evaluation of competences in stones identification. The generation of the models is carried out using a procedure based on close-range photogrammetry that allows to obtain a scaled mesh models with radiometric information and low file weight. The proposed methodology has been designed ad-hoc following the economy, quality and reality criteria to ensure a good adequacy, guaranteeing an adequate adaptation to the teaching-learning process and the integration of the models into working packages, which can be easily integrated in earning management system (LMS) platforms. The generated 3D models have a high level of detail and enable the interaction to take measurements, make cross sections and use specific tools that allow the student to perform a thorough analysis and identification of the stone using free/open source software.</p>
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Mayer, Robert. "Didactic Complexity Estimation of the General Physics Course Sections." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 1 (April 21, 2021): 42–48. http://dx.doi.org/10.12737/2306-1731-2021-10-1-42-48.
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Improving the effectiveness of teaching physics involves determining the didactic complexity (DС) of various elements of the educational material. The proposed method of key concepts is used, which consists in identifying the most complex concepts in the text, formulas and calculating their average information capacity. To assess the semantic complexity of terms, we take into account the number of words in their definitions, the term's entry into the language picture of the world, and its abstraction degree. The applied methodology for evaluating the physics textbook DС is as follows: 1) for each sub-paragraph write out 10 key terms, knowledge of which is necessary for understanding the text and is an indicator of complete assimilation of the educational material; 2) collect all the selected keywords in a text file and arrange them into several categories of complexity; 3) with the help of a special program Slozhnost.pas accessing the dictionary Slovar.txt, analyze the files and determine the total amount of information contained in key concepts from different paragraphs, and their average information capacity; 4) for each paragraph, estimate the proportion of mathematical and other formulas in relation to the total volume of the text; 5) for each sub-paragraph, write out 5 key terms of maximum complexity used in mathematical formulas; 6) for each paragraph, create files containing keywords included in the formulas; 7) evaluate the complexity of each term and use the complexity program; 8) for each paragraph, determine the total amount of information in keywords and the coefficient of information folding; 9) randomly select sentences from different sections of the textbook, determine the average length of words and the average number of syllables in words, and find an complexity indicator of the sentence structure; 10) for each paragraph, calculate the differential and integral didactic complexity for text and formula information.
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Marić, Antonela, Marko Dragić, and Ana Plavša. "THE GROTESQUE AND MYTH IN GIAMBATTISTA BASILE’S IL PENTAMERONE." Folia linguistica et litteraria XII, no. 36 (September 2021): 141–58. http://dx.doi.org/10.31902/fll.36.2021.9.
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This paper, besides a short introduction concerning general information on themes and the structure present in the short story collection Lo cunto de li cunti overo lo trattenemiento de’ peccerille, written by the Italian Baroque author Giambattista Basile, whose masterpiece enjoyed great fame abroad much earlier than in Italy, is concerned with the analysis of fantastic and grotesque elements which generally characterise oral tradition, fairy tales and myths. The above-mentioned elements were identified in the fifty short stories which Basile wrote and included in his collection. Various sources were used in the analysis, relying on myths and fairy tales with the aim of explaining the presence of the grotesque. Besides its great literary value, this collection is also of great historical importance because, just like many other examples of oral tradition, it fosters a vast span of costumes and traditions that are typical of the Mediterranean folklore. From one tale to another, the collection slowly but surely reveals the Mediterranean identity of the people from the South of Italy and explains the function of the grotesque and its didactic purpose.