Academic literature on the topic 'Foreign language enjoyment (FLE)'
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Journal articles on the topic "Foreign language enjoyment (FLE)"
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Liao, Jiayu. "Reviewing Foreign Language Enjoyment with Foreign Language Learning." Journal of Education, Humanities and Social Sciences 29 (April 19, 2024): 330–37. http://dx.doi.org/10.54097/nfdrk182.
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Over the last twenty years, there has been a surge in research on happy emotions, with Foreign Language Enjoyment (FLE) emerging as a popular area of study. By means of several studies, it has been found that FLE is closely related to foreign language (FL) learning (motivation, commitment, and FLE). This paper mainly focuses on FLE in foreign language learning. Concluding from the literature foreign language enjoyment can positively and significantly predict FLE, which is impacted in the process of altering FLE by several outside as well as inside factors. In addition, the paper concludes that, on the one hand, FLE can act as a mediator with other foreign language emotions to affect FLE. On the other hand, FLE is moderated by mediating factors in the way it affects FLE. In contrast, this paper concludes that most of the researches on foreign language emotions has been conducted in terms of the relationship between internal and external variables of individuals, but it lacks the examination of the environmental dimensions and learning environments. It is hoped that future research can explore English achievement (e.g. listening, reading, writing) in more details. Simultaneously integrating language teaching methodology and information technology to investigate the new learning styles on FLE and their impact on academic English learning.
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Guo, Yi. "The Effect of Foreign Language Enjoyment on Students' Foreign Language Learning." Lecture Notes in Education Psychology and Public Media 70, no. 1 (2024): 184–89. http://dx.doi.org/10.54254/2753-7048/70/20241021.
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Abstract: Globalization has prompted educators to focus on enhancing students' foreign language proficiency rather than merely improving language test scores. Foreign Language Enjoyment (FLE) is widely recognized as a active motivational factor that can significantly enhance language performance. After integrating Positive Psychology into Language Acquisition, researchers has shown an increasing interest in FLE. Recent studies underscore the role of FLE as a valuable element in the process and outcomes of foreign language learning. This article investigates the impact of FLE on different aspects of foreign language acquisition, the pathways through which FLE influences learning, and the outcomes of such effects. The research method adopted is literature analysis. The findings of this study reveal that FLE impacts the learning process by fostering direct affective motivation, enhancing self-confidence, promoting both cognitive and affective engagement, and facilitating dynamic interactions at both individual and group levels. Additionally, FLE influences learning outcomes by mitigating the interference of negative emotions, improving language proficiency, and establishing mediating variables that connect other psychological factors to foreign language performance. These insights highlight the importance of creating positive learning environments and experiences, which can significantly enhance students' FLE and engagement, thereby improving the effectiveness of foreign learning and overall language performance.
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Xiao, Junling, and Yushen Zhang. "Exploring the Effect of Language-related Academic Emotions on Foreign Language Achievement: A Systematic Review and Meta Analysis." International Journal of English Language Studies 6, no. 2 (2024): 43–56. http://dx.doi.org/10.32996/ijels.2024.6.2.7.
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Language-related academic emotions, especially foreign language anxiety (FLA) and foreign language enjoyment (FLE) have been widely explored, and foreign language boredom (FLB) has gradually attracted more and more attention. Previous research has examined the relationship between language-related academic emotions (FLE, FLA, and FLB) and language performance, but the findings have been inconsistent. By synthesizing the existing literature, we aim to provide a clearer understanding of the relationship between these emotions and language performance. Thirty-nine studies with 130 independent samples from 9 countries and 91,405 participants were included in our meta-analysis. The results show that FLE has a positive impact on foreign language achievement(r=0.339), while FLA and FLB have negative impacts (r=-0.259 and r=-0.288, respectively). FLE emerges as the most significant factor affecting foreign language achievement. Subgroup analyses and meta-regression analysis were performed to examine potential moderators, revealing that age and linguistic differences do not have a significant impact on this relationship, but education level and the type of achievement measure play a crucial role in mediating the effects of FLE and FLA on language achievement. The findings provide evidence for the effectiveness of language-related emotions on language achievement and have important implications for language learning research and practice.
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Botes, Elouise, Jean-Marc Dewaele, and Samuel Greiff. "Taking stock: A meta-analysis of the effects of foreign language enjoyment." Studies in Second Language Learning and Teaching 12, no. 2 (2022): 205–32. http://dx.doi.org/10.14746/ssllt.2022.12.2.3.
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Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. It is therefore an appropriate time to take stock of the current literature and conduct a preliminary meta-analysis. The relationships between FLE and four variables, namely, foreign language anxiety (FLA), willingness to communicate (WTC), academic achievement, and self-perceived achievement were examined. A total of k = 96 effect sizes were analyzed with an overall sample size of N = 28,166 in random-effects models with correlation coefficients. There was a moderate negative correlation between FLE and FLA. In turn, moderate positive correlations were found between FLE and WTC, FLE and academic achievement, and FLE and self-perceived achievement. These positive associations confirm the value of FLE in FL learning and further affirm the need for researchers to examine positive psychology constructs in the foreign language classroom.
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Botes, E’Louise, Jean-Marc Dewaele, and Samuel Greiff. "The Power to Improve: Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning." European Journal of Applied Linguistics 8, no. 2 (2020): 279–306. http://dx.doi.org/10.1515/eujal-2020-0003.
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AbstractThe study examines whether already knowing several languages and feeling proficient in a new foreign language (FL) has an effect on positive and negative emotions during the learning. The emergence of positive psychology in language acquisition studies has led to the examination of positive emotions in the FL learning process, such as Foreign Language Enjoyment (FLE). FLE is a positive emotional state where psychological needs are met and was introduced as the positive emotion counterpart to the oft studied negative emotion, Foreign Language Anxiety (FLA). A international sample of 1622 FL learners were analysed utilising multivariate tests of variance, examining the level of multilingualism and the level of self-perceived FL proficiency as independent variables, with FLE and FLA as dependent variables. Results indicated a very small, but statistically significant interaction effect between the level of multilingualism and self-perceived FL proficiency on the FLA of the language learner, but not on FLE. In addition, higher levels of multilingualism were associated with higher levels of enjoyment and lower levels of anxiety in FL learners. In turn, more self-perceived proficient FL learners indicated higher levels of enjoyment and lower levels of anxiety. Although effect sizes were in some cases very small, the results do indicate the benefits multilinguals and higher proficiency FL learners have when learning a FL.
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Khan, Shahzad Dilshad, Lubna Ali Mohammed, and Muhammad Mustafa. "How enjoyment affects English acquisition and anxiety for university students: An analytical study." Journal of Language and Pragmatics Studies 3, no. 1 (2024): 43–52. http://dx.doi.org/10.58881/jlps.v3i1.41.
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One of the main aims of foreign language (FL) teaching is to prepare students to speak the target language. Therefore, teachers need to help students develop communication skills. However, this ability only sometimes leads to theforeign language anxiety (FLA). The study aims to analyze the counter-effect of enjoyment of a foreign language (FLE) on the relationship between anxiety and the acquisition of English as a foreign language among university students. A quantitative research method is used to identify the relationship between foreign languages and anxiety. The expected results shown negative impact of enjoyment of a foreign language on anxiety, a negative impact of acquiring a foreign language(AFL) on anxiety, and a positive relationship between FLE and efficiency. The expected findings posited that anxiety is a negative emotion in psychology as it destroys students’ mental health to learn a foreign language. On the other hand, positive emotions contribute to student well-being and increase student motivation and the learning language process.
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Chen, Yu, Chuchu Chen, and Siqi Liu. "Foreign language enjoyment and foreign language classroom anxiety among Chinese learners of German." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. VIII (November 15, 2023): 115–31. http://dx.doi.org/10.30827/portalin.viviii.29242.
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This study examines both the foreign language enjoyment (FLE) and the foreign language classroom anxiety (FLCA) of 201 Chinese university students of non-German majors who were learning the German language. A questionnaire based on the FLE scale and the FLCA scale was employed to examine the participants’ classroom emotions as well as other learner- and teacher-related variables. Participants reported a higher level of FLE than FLCA, with these two emotions being negatively correlated. Also, regression analysis showed that FLE can be strongly predicted by teacher-related variables, while FLCA is predicted by learner-related variables. Moreover, qualitative analysis of the open-ended questions in the questionnaire showed that learners’ FLE in the German classroom was boosted by their sense of achievement in learning a new language and frequent interaction between the participants and their teachers and classmates. At the same time, the relatively high demands of German language learning and frequent exams resulted in higher FLCA. The findings suggest that teachers could organize diverse classroom activities and integrate more culture-related content to enhance their students’ FLE. Meanwhile, they could also adopt more flexible methods of assessment and provide clearer instructions thereon to help students to be more prepared, thereby ameliorating their FLCA. FUNDING INFORMATION. This study was supported by the National Social Science Fund of China (Grant No. 19WZXB011) and the Humanities and Social Sciences Youth Foundation of the Ministry of Education of China (Grant No. 22YJC740047).
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Liu, Yi. "How to Promote High-school Students’ Foreign Language Enjoyment in Reading Class." Frontiers in Sustainable Development 4, no. 5 (2024): 141–45. http://dx.doi.org/10.54691/2dwqh007.
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Scholarly attention for Foreign Language Enjoyment (FLE) has sharply increased in recent years for its role in facilitating language learning as well as promoting language learners’ well-being. FEL is closely related to learners’ language proficiency. However, there is few studies about some specific language skills, especially reading skills. Therefore, this study mainly discussed the importance of FLE for reading, influencing factors of FLE, and the measures taken to promote high-school students’ FLE in reading class. Through literature research method, the study found out that there is a positive correlation between FLE and reading proficiency. FLE is affected by multiple factors such as individual learners and external environment. It can take measures from teaching content, teaching activity and teaching skill and device to promote FLE in reading class. The measures mainly include: providing diversify reading materials, incorporating games and competitions, celebrating reading achievements, integration of technology and creating a positive learning environment. The research finding can provide beneficial insights for teachers to construct a positive foreign language classroom environment.
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Mierzwa, Ewelina. "Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives." Journal of Education Culture and Society 10, no. 2 (2019): 170–88. http://dx.doi.org/10.15503/jecs20192.170.188.
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Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.
 Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data.
 Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom.
 Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.
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Cao, Xi, and Yu Fu. "Review on Foreign Language Enjoyment and Its Pedagogical Implications." International Journal of Linguistics 14, no. 2 (2022): 17. http://dx.doi.org/10.5296/ijl.v14i2.19392.
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This paper aims to review empirical and theoretical studies on foreign language enjoyment (FLE) and their application in language education research. Under the framework of positive psychology, this paper introduces the underlying dimensions and main tenet of FLE. Then it takes a closer look at how individual and social variables influence FLE. Subsequently, potential theoretical and pedagogical implications are provided. In the end, the limitations of studies in this domain are indicated, and suggestions for future studies are provided to extend the boundaries of the researches of FLE.
Dissertations / Theses on the topic "Foreign language enjoyment (FLE)"
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Botha, Mia-Louise. "L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20637.
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The aim of our study is to expose in the first place the possibility to develop oral skills using a cellphone in teaching French as a foreign language, and then discovering whether a specific audience, the new generation, prefer working on computers or cell phones when it comes to their oral skills. To achieve this objective, we created a series of activites using a cellphone application and a specific computer program. These activities were presented to the students of the North-West University (NWU) on the Potchefstroom campus. We administered questionnaires both before and after the activites to discover students' preferences in working on the two different platforms. From the results we came to the conclusion that students, or more specifically, the new generation, prefer working on their cellphones. Furthermore, we presented recommendations to those who wish to continue research or create and implement activities using a cellphone in language learning.
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Sundberg, Ann-Kari. "Le poids de la tradition : La gestion professorale de l'altérité linguistique et culturelle en classe de FLE." Doctoral thesis, Växjö universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5108.
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The overall aim of the present study is to investigate how teachers deal with linguistic and cultural otherness in the French foreign language classroom at upper secondary school level in Sweden. The foreign language classroom is seen as a cultural meeting place where images of otherness are natural elements. In this respect, otherness should be regarded as one cultural aspect among others implying human as well as language phenomena. Analyzing the way in which the teachers in the study mediate this otherness to their students is expected to contribute to the pedagogical debate on intercultural understanding in language teaching and learning. The study is based on empirical data consisting of video recorded observations in three different classrooms. One class (class A) is treated as primary data where two activities are especially focused, namely working with texts and working with grammar. The verbal interaction from these activities has been transcribed and analyzed qualitatively. The first step of analysis concerns the learning aims which are transmitted to the students in the teacher’s introduction to the two activities. The second step deals with the teacher’s procedures to involve the students in the construction of knowledge which focuses on linguistic and cultural otherness. Finally, a comparative perspective is adopted. On the one hand, the two different activities are compared with each other, while on the other hand, the findings from class A are compared with class B and C. From a dialogical point of view, the way in which the classroom setting and the teachers’ acting can favour intercultural understanding is discussed. The results of the analyses highlight the fact that teachers seem to pay more attention to linguistic otherness than to cultural otherness. Furthermore, the study shows that the foreign language classroom has a dialogical potential when it comes to human relations and discourse. More attention could be paid to these aspects of teaching in order to pave the way for better intercultural understanding. The teachers in the present study seem to favour dialogical relationships in the classroom and neglect discursive issues in the situation. Our conclusion is that the way in which teachers deal with otherness is tradition-bound. Texts, for instance, even those with an obvious intercultural content, are treated as pre-texts for studying linguistic phenomena. Cultural phenomena, when dealt with, are limited to a product paradigm and are transmitted without reflection and with no apparent awareness of any intercultural understanding.
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Faleiros, Rita Jover. "Didática da leitura na formação em FLE: em busca dos leitores." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-05032010-122202/.
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A leitura em Francês Língua Estrangeira (FLE) pode ser abordada de diferentes maneiras em função dos objetivos individuais ou institucionais para sua aprendizagem. Esta pesquisa concentra-se num público de leitores bastante específico: alunos de primeiro ano do curso de Letras/Francês da Faculdade de Filosofia, Letras e Ciências Humanas da USP que devem ler literatura francesa no original dispondo de pouco ou nenhum conhecimento dessa língua. Essa é uma situação paradoxal que se coloca para um número considerável de estudantes ao ingressar nesse curso a cada ano e que fez com que se buscasse desenvolver uma abordagem do texto literário que se aproximasse dos processos em jogo no ato da leitura e das verbalizações desses processos por parte deste grupo de leitores. Busca-se, nesta pesquisa, refletir sobre como a aproximação do texto do leitor, ou seja, como a verbalização de seu processo de leitura pode informar sobre as estratégias para ler literatura em sala de aula, considerando a dificuldade implicada no processo em razão do pouco conhecimento em língua francesa. A hipótese concentra-se em perceber a verbalização de uma leitura como um processo metacognitivo de elaboração em que o leitor controla a construção e eventual perda de sentido na leitura, o texto do leitor seria um híbrido entre o relato desse processo e elementos de sua compreensão no ato da leitura. Dispor desses elementos pode vir a permitir com uma abordagem do texto literário em FLE aproxime-se da forma como os textos são apreendidos pelos leitores nesse contexto, potencializando os resultados dessa aprendizagem.<br>The reading in French Foreign Language (FFL) can be approached in different ways in terms of individual or institutional aims for its learning. This research concentrates in a reader group rather specific: students attending the first year of French Language at Philosophy and Language and Human Sciences Department of the University of São Paulo that must read French literature in the original version, having some or no knowledge of this language. It is a paradoxical situation that is set to a considerable number of students that enroll this course each year and it caused a search for developing a literary text approach that could come close to the processes in the act of reading and of the verbalizations of these processes on the part of this reader group. It is sought, in this research, to reflect about how the approximation of the the readers text, or whether, how the verbalization of his reading process could inform about the strategies to read literature in a classroom, considering the difficulties implied in the process on account of the limited knowledge in French Language. The hypothesis concentrates in perceiving the verbalization of a reading as a metacognitive process of elaboration in which the reader controls the construction and eventual lose of the sense in the reading, the readers text would be a hybrid between the report of this process and the elements of his understanding in the act of reading. Disposing these elements, it can allow that an approach of the literary reading in FFL approximates the form how the texts are learnt by the readers in this context, potentiating the results of this learning.
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Ngaliema, Pierre. "Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT)." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/13930.
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The aim of our study is to expose the obstacles that impede oral expression in the French as a foreign language classroom in the context of the courses taught at the University of Cape Town (UCT). To achieve this aim, we questioned the first year students of French who constituted the main thrust of our research. After carrying out some investigations, we realised that there are four main obstacles hindering oral expression at UCT: pedagogical obstacles, linguistic, psychological and sociocultural ones. From these results, we tried to make suggestions and to formulate recommendations. In the formulation of these recommendations, we have tried to adhere as closely as possible to the students’s suggestions.
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Lefèvre-Vigneron, Constança. "A gastronomia na aprendizagem do léxico em FLE: memória, sentidos e afetividade." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-30012018-192526/.
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Esta pesquisa apresenta as reflexões desenvolvidas sobre alguns fatores envolvidos no processo de ensino-aprendizagem do francês língua estrangeira (FLE). Servindo-nos da gastronomia, aspecto icônico da cultura francesa, e do seu campo lexical específico, buscamos provocar o encontro do aprendiz, por meio de sua história pessoal e de sua subjetividade, com a cultura e a língua do outro, alvo do seu aprendizado. Nossa hipótese é que as emoções positivas suscitadas pelo tema escolhido podem ser buscadas na memória para influir no resultado da aprendizagem. Nesse processo, a memória desempenha papel fundamental, tanto como fonte dessas emoções como no registro do conteúdo a ser aprendido e no seu resgate. Para analisar essa hipótese, foi realizada uma experiência baseada nos princípios da pesquisa-ação com um grupo de estudantes universitários em início de aprendizagem. A partir de um reality-show de culinária da televisão francesa, desenvolvemos e ministramos um minicurso onde os aprendizes foram levados a produzir um depoimento pessoal, em forma de filme, para falar de um doce apreciado em suas famílias. Além do filme, eles desenvolveram um léxico colaborativo no campo específico da gastronomia. Do ponto de vista teórico, nos baseamos, para as questões referentes ao papel das emoções, nos trabalhos de Freire (1996), Hubert (2006), Isen (1987), Krashen (1987), Mastrella (2011) e Revuz (1998); para abordar o papel cultural e a função de discurso da gastronomia, nos estudos de Amon (2008), Dória (2014, 2015) e Ory (1998, 2013), e, no que diz respeito ao ensino-aprendizagem de uma língua estrangeira e de seu léxico, em Klein (1989), Leffa (2000), Pietraroia (2000, 2001, 2013) e Zucchi (2010). Como a memória perpassa essas questões e aparece em todos os temas abordados, além dos autores já citados, utilizamos a obra dos irmãos Tadié (1999) como referência. A pesquisa teve como objetos de análise as produções realizadas pelos participantes, e um questionário e uma entrevista feitos após o curso em dois momentos distantes em onze meses. A análise do material coletado mostra um ganho importante de autonomia, um bom domínio do vocabulário e um funcionamento eficiente da memória, o que provocou um aumento da autoconfiança dos aprendizes e, consequentemente, um desenvolvimento positivo de suas produções.<br>This research presents the reflections developed on some of the factors involved in the teaching-learning process of French as a Foreign Language (FFL). Through gastronomy - an iconic aspect of French culture - and of its specific lexical field, we seek to provoke the encounter of the learner, through his personal history and his subjectivity with the culture and language of the other, target of his learning. Our hypothesis is that positive emotions, raised by the chosen subject, can be searched in memory to influence the learning outcome. In this process, memory plays a fundamental role, as much as acting as the source of these emotions, but also in recording and rescuing the content to be learned. In order to analyze this hypothesis, we carried out an experiment based on the principles of action- research with a group of college students that were in the beginning of the learning process. Using a French reality-show on cooking as trigger we developed and applied a pilot course in which the apprentices were led to produce a personal testimony in film form, to talk about a dessert that is appreciated by their families. Besides the film, a collaborative lexicon specific to the gastronomic field was developed during the course. As a theoretical reference, we rely on questions related to the role of emotions in the works of Freire (1996), Hubert (2006), Isen (1987), Krashen (1987), Mastrella (2011) and Revuz (1998); to address the cultural role and discourse function of gastronomy, in the studies of Amon (2008), Doria (2014, 2015) and Ory (1998, 2013), and as for the teaching-learning process of a foreign language and its lexicon, in Klein (1989), Leffa (2000), Pietraroia (2000, 2001, 2013) and Zucchi (2010). As memory permeates these issues and appears in all previous themes, in addition to the authors previously quoted, we also used the work of the Tadié brothers (1999) as reference. The research had as analysis object the productions made by the participants, as well as a questionnaire and an interview made after the course in two moments with an eleven month distance between them. The analysis of the collected material shows an important autonomy gain, mastery of the vocabulary and efficient functioning of memory that led to a self-confidence reinforcement of the learners and, consequently, a positive development in their productions.
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Valentim, Amarílis Aurora Aparecida. "A vivência lúdico-improvisacional compartilhada: uma experiência em nível inicial de aprendizagem do francês - língua estrangeira (FLE)." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-20102009-171514/.
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A presente pesquisa objetivou refletir sobre o uso e os benefícios de atividades lúdicas e de improvisação teatral em fase inicial de aprendizado da língua estrangeira (LE) em contexto institucional. Almejou também demonstrar que a associação Teatro, Jogo e Aprendizagem de línguas realizada de modo sistemático, constante e em função de objetivos precisos estimula e auxilia na apropriação e no desenvolvimento da língua alvo. Para essa reflexão, propomos no primeiro capítulo um panorama histórico da relação teatro, jogo, educação. No segundo, as questões didáticas que deram abertura a uma prática lúdico - teatral no ensino de LE no século XX e aquelas que norteiam o ensino atual de línguas. No terceiro capítulo, apresentamos algumas características do Lúdico e de práticas teatrais adaptáveis ao contexto de ensino de LE (jogo teatral, de papéis e simulação global). O quarto capítulo é dedicado ao relato da experiência lúdico-teatral realizada em janeiro e fevereiro de 2007 com duas turmas de nível 01 do Curso Extracurricular de Francês oferecido pelo departamento de Letras Modernas da Faculdade de Filosofia Letras e Ciências Humanas da Universidade de São Paulo. Os resultados demonstraram que o uso de atividades lúdicas e de improvisação teatral no ensino do Francês contribuiu significativamente no aprendizado da LE e na criação de um ambiente de descontração e de interação favoráveis à expressão na língua-alvo, onde a desinibição e o medo do erro deram pouco a pouco lugar ao prazer de se comunicar-se na LE. Assim, foram contemplados aspectos referentes à aprendizagem, à relação sujeito-LE, à relação e interação aluno-aluno/ professor, tendo sido de extrema significação para a aquisição da língua-alvo e para as relações interpessoais.<br>This research aims at reflecting about the use and the benefits of playful activities and of theatrical improvisation for a communicative and interactive teaching of a foreign language, and to demonstrate that the association Theater, Play and Apprenticeship of methodical way brings contributions to the apprentices and the benefits go beyond the apprenticeship of a foreign language. In the first chapter a historic overview of the relation theater, play, education is proposed. In the second chapter, we present the educational questions that arose with the use of games and theatrical activities in the teaching of a foreign language in the century XX and the questions about the current teaching of languages. In the third chapter, some characteristics of the Playful one and of theatrical adaptable practices to the context of teaching (theatrical play, role-play-games and global simulation) what contributed to the construction of our improvised practice, besides the benefits of this transposition found in the literature. The chapter four is dedicated to the theatrical-playful report of the experience carried out in the level 01 of the extracurricular course of intensive French (FLE) of the FFLCH-USP between January and February of 2007. In this application, we notice that the playful use of a methodology - improvised in the teaching of FLE allowed a better apprenticeship, an environment of favorable casualness to the expression in the target-language and of integration between the participants, which contemplates aspects referring to the apprenticeship, to the relation Subject-LE, to the relation and interaction of student-student. We could also conclude that the plays and the improvisations create a favorable environment to the experimentation in the LE and that shyness and the fear of making a mistake are replaced slowly by the pleasure of learning the targetlanguage, of communicating with other people.
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Silva, Sergio Luiz Baptista da. "Masculinidades e feminilidades dentro dos manuais do FLE (Francês língua estrangeira): das visões sexistas às relações de gênero." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-25112009-110827/.
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Esta pesquisa teve por objetivo verificar como as masculinidades e feminilidades são mostradas, cronologicamente, nos manuais do FLE (Francês Língua Estrangeira), analisando sobretudo as visões sexistas da diferença dos sexos e as relações de gênero. Segundo Scott (1999), a visão sexista dominou durante séculos as análises que se propunham refletir sobre a problemática das diferenças sexuais. Na verdade, tratava-se de uma visão estática do que representava ser homem ou ser mulher nas sociedades ocidentais. Somente a partir da revolução sexual proposta pelo Movimento feminista anglo-americano dos anos 1960 que se começou a pensar em gênero como resultado sócio-cultural das diferenças dos corpos masculino e feminino, percebendo que a identidade de gênero é construída para além do corpo biológico e, além do mais, passível de variações no tempo e no espaço. Para a realização desta pesquisa, selecionamos alguns manuais representativos na história do FLE, mais especificamente seis manuais produzidos a partir de 1960, ano da publicação do manual VIF, que coincide com o início movimento feminista. Para tanto, foi feita uma análise descritiva das imagens e textos pertinentes à pesquisa. Nossa hipótese de partida era a de que encontraríamos dentro desses manuais muito mais visões sexistas do que variações das identidades de gênero. Acreditamos que esta pesquisa é promissora no domínio do Ensino de Línguas Estrangeiras, em especial do FLE, pois pode oferecer aos professores de LE outros elementos de análise e de crítica sobre o livro didático e, conseqüentemente, sobre suas práticas pedagógicas.<br>The object of this research was to check how male and female chracteristics are chronologically presented in the FFL (French as a Foreign Language) manuals, through the analysis of sexist views of the difference between genders and their relations. According to Scott (1999), for centuries the sexist point of view was predominant in the analyses of sexual differences. In fact, it was a stactic view of the representation of what was believed to be a man or a woman in the Western civilization. Just after the sexual revolution resulting from the American Liberation Movement of the 1960s did one start to reflect on gender as a result of social and cultural-based concepts between male and female bodies, and to notice that gender identity is built beyond the biological body, thus subjected to time and space variations. For the sake of this research , we selected some manuals which are benchmarks in the history of FFL, more specifically six manuals produced as of 1960, year of the publication of the VIF, which coincides with the start of the Liberation Movement. We proceeded to make a descriptive analysis of the images and texts which fit the research. We hypothesized finding many more sexist views in these manuals than variations of gender identities. We believe that this research is very promising in the Foreign Language Studies domain, specially in FFL, for it may offer FL teachers other elements of analysis and criticism of the textbook and, consequently, of its pedagogic practices.
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Rao, Ya. "Apprentissage du chinois (CLE) et du français (FLE) dans une communauté numérique bilingue." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3009/document.
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Cette recherche transdisciplinaire est à la croisée de la didactique des langues, de l’interculturel, des sciences du langage et des Technologies de l’Information et de la Communication pour l’Enseignement. En nous appuyant sur les théories autour de la communauté de pratique, des stratégies d’écrit interactif, de la conscience interculturelle, et du parler bilingue, cette thèse tente de démontrer comment une communauté d’apprentissage se développe, quelles sont les pratiques interculturelles et bilingues utilisées par les membres de la communauté pour co-construire des connaissances dans un cadre de webcollaboration. Pour cette expérimentation, nous avons choisi le jumelage de classes distantes réunissant un groupe d’étudiants en France apprenant le chinois et un groupe d’étudiants en Chine apprenant le français. Le cadre pédagogique était basé sur un scénario actionnel et un projet collaboratif. Nous avons conçu à cet effet une plateforme d’échanges comprenant un blogue et un forum où les participants pouvaient interagir. L’analyse de notre corpus était à la fois quantitative et qualitative. Notre objectif était de décrire l’émergence d’une communauté d’apprentissage, les différents niveaux de conscience interculturelle, ainsi que les réflexions et les pratiques bi-plurilingues<br>This transdisciplinary research is at the intersection of language teaching, intercultural studies, linguistics and information and communication technologies for education. Drawing on theories around community of practice, strategies for interactive writing , intercultural awareness, and bilingual communication, this thesis attempts to demonstrate how a learning community develops, what are the intercultural and bilingual practices used by the members of the community to co-construct knowledge in a context of webcollaboration.For this experiment, we chose a class e-twinning with a group of students learning Chinese in France and a group of students learning French in China. The pedagogical framework was based on an action-based scenario and a collaborative project. We designed for this purpose an exchange platform including a blog and a forum where participants could interact. The analysis of our corpus was both quantitative and qualitative. Our purpose was to describe the emergence of a learning community, the different levels of intercultural awareness, as well as the bi-multilingual practices and reflections
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Damar, Marie-Eve. "Pour une linguistique applicable: l'exemple du subjonctif en FLE." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210654.
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Cette thèse s’inscrit dans le domaine de la linguistique applicable, discipline médiane entre linguistique et didactique, qui s’intéresse aux contenus grammaticaux proposés pour l’enseignement. On y aborde la problématique de la grammaire sous l’angle exclusif de l’acquisition du FLE (français langue étrangère), et la première partie de la thèse est consacrée à une mise au point théorique dans les études psycholinguistiques et didactiques. La deuxième partie examine la méthodologie relative à la grammaire dans les ressources pour l’enseignement-apprentissage du FLE, les manuels et les ouvrages de référence grammaticaux, ainsi que sur les cd-rom et les sites internet consacrés au FLE. Les contenus relatifs au subjonctif ont été recensés dans ces supports pédagogiques, et on peut aisément montrer qu’ils ne correspondent pas aux usages réels de la langue. Faut-il préférer le silence ou le mensonge métalinguistique ?Si l’on ne peut se résoudre à aucune de ces options, peut-on reposer la question de l’apport de la linguistique à la didactique ?Répondant par l’affirmative, la troisième partie de la thèse passe en revue les théories linguistiques abordant le subjonctif :sémantiques, syntaxiques, générativistes, mentalistes, énonciatives, psychomécaniques, etc. Pour passer de la linguistique théorique à la didactique, un concept novateur est nécessaire :la valeur d’applicabilité. Elle est définie comme la tendance d’une théorie linguistique à être plus ou moins transposable pour l’enseignement-apprentissage. Les critères de cette valeur sont empruntés à des domaines variés, comme la philosophie des sciences, la lisibilité, et bien sûr la didactique. Le passage en revue des théories linguistiques montre que la théorie la plus transposable est celle de Marc Wilmet, mais qu’elle est ne rencontre pas tous les critères de la valeur d’applicabilité. Différentes propositions d’aménagement de la théorie guillaumienne, qui a inspiré celle de Wilmet, prennent place dans la suite de ce travail, et, même si elles ont une valeur d’applicabilité plus élevée, elles ne rencontrent pas non plus tous les critères. Enfin, cette thèse propose une théorie applicable qui concerne le subjonctif, mais aussi, plus largement, les modes français :infinitif, subjonctif et indicatif. Cette théorie fait appel à un principe explicatif unique :l’ancrage. Ancrer signifie lier le procès, par la personne et/ou le temps, au repère choisi par l’énonciateur pour l’énonciation. L’infinitif n’ancre pas le procès, le subjonctif l’ancre sur le plan de la personne et l’indicatif ancre le procès par le temps et la personne. L’ancrage est un terme simple, imagé, métaphorique, qui permettra aux apprenants de comprendre à moindre coût le système des modes français. La théorie permet de prédire les emplois dans un très grand nombre de cas, et cela, avec l’avantage d’une grande économie conceptuelle.<p>Les emplois du subjonctif français sont passés en revue à la lumière de cette théorie, ainsi que les nombreux cas de concurrence entre les modes. Enfin, on propose une séquence applicable, composée d’une synthèse sur les modes et d’explications sur le fonctionnement des emplois du subjonctif français, et incluant une progression des contenus grammaticaux. Cette ultime partie fait donc le lien avec le début de la thèse, et profite des recherches sur la grammaire en psycholinguistiques et en didactique.<p>En conclusion, cette thèse ouvre la voie à une rénovation profonde des contenus grammaticaux pour l’enseignement, tant pour le FLE que pour le FLM, car, si la grammaire française est réputée difficile, c’est peut-être autant dû à une inadéquation entre les règles et les usages donc à des lacunes de ses descriptions, qu’à une complexité inhérente au fonctionnement de la langue.<p><p><br>Doctorat en Langues et lettres<br>info:eu-repo/semantics/nonPublished
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David-Lodovici, Catherine. "L'agir enseignant en classe de FLE multilingue et multi-niveaux en milieu homoglotte." Thesis, Nice, 2013. http://www.theses.fr/2013NICE2034.
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Dans ce travail de recherche, nous nous interrogeons sur les modalités d’enseignement/apprentissage du FLE dans une classe multilingue et multi-niveaux en FLE (A1-B2+). Notre terrain : un public d’une vingtaine d’apprenants au pair venus étudier en France pour un an et disposant d’une journée par semaine pour venir assister au cours de français, dans un contexte multi-niveaux. Notre recherche se fonde sur trois corpus. Le corpus 1 rassemble les évaluations diagnostiques et finales de ces apprenants. L’analyse quantitative du corpus 1 révèle une progression dans toutes les capacités langagières, quasi comparable aux statistiques de progression du CECR. Le corpus 2 est composé d’une trentaine de questionnaires d’enquête dans lesquels les apprenants au pair évaluent leurs progrès ainsi que les aspects positifs et négatifs de ce contexte d’apprentissage. Nous avons codé leurs réponses en plusieurs catégories : 67 % des catégories recensées ont une valeur positive (Révisions, stimulation, tutorat, exercices adaptés au niveau) et 33% évoquent des aspects négatifs (progression parfois lente, frustration, disponibilité de l’enseignant insuffisante). Nous montrons comment les concepts issus des approches communicatives et actionnelles peuvent justifier de la pertinence d’une classe multi-niveaux en milieu homoglotte. Notre hypothèse est de dire que l’agir enseignant escorte le processus d’apprentissage dans ce contexte et vient compléter le bain linguistique. Quels sont alors les gestes professionnels récurrents spécifiques à ce contexte didactique ? Dans le corpus 3, nous avons filmé 15 heures de classe et nous analysons, à l’aide d’un synopsis, la structure des séances ainsi que les gestes didactiques (dispositifs, régulations et mémoire didactique). Des transcriptions d’interactions viennent illustrer nos analyses. Il se dégage une « grammaire de l’action didactique » dont la logique combine 5 modalités de regroupements possibles avec 3 manières différentes de didactiser les supports<br>We wonder about the ways of teaching/learning the FLE (French as a foreign language) in a multilingual and multi-level (A1 - B2 +) class. This research concern au pair learners in France for a year and attending French class once a week, in a multi-level context. Our research is based on three corpus. Corpus 1 compare the diagnostic and final results of these learners. The quantitative analysis reveals that they improve in all language skills, which is almost comparable to the CECR progression statistics. Corpus 2 is composed of thirty survey questionnaires in which learners evaluate their progress as well as the positive and negative aspects of this learning context. We have coded their responses in several categories: 67% of the identified categories have a positive value (Revisions, stimulation, tutoring and exercises tailored to the level) and 33% evoke negative aspects (sometimes slow progress, frustration, insufficient teacher availability). We show how the concepts from the communicative and task-based approaches can justify the relevance of a multi-level homoglotte class. Our hypothesis is that the actions of the teacher escort the learning process in this context and complement the full-immersion. In this educational context-specific, what are the recurring professional actions? In the corpus 3, we have filmed 15 hours of class and using a synopsis, we analyze the structure of the sessions as well as the educational actions (devices, regulations and teaching memory). The transcriptions of interactions illustrate our analysis. This leads us to propose a "grammar of the didactic action" whose logic combines 5 way of grouping the students as well as three different ways of apprehending didactically the documents for the class
Books on the topic "Foreign language enjoyment (FLE)"
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Galatanu, Olga. Enseigner les structures langagières en FLE. P.I.E. Peter Lang, 2010.
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Galatanu, Olga. Enseigner les structures langagières en FLE. P.I.E. Peter Lang, 2010.
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Damar, Marie-Eve. Pour une linguistique applicable: L'exemple du subjonctif en FLE. P.I.E. Peter Lang, 2009.
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Mierzwa-Kamińska, Ewelina. Foreign Language Enjoyment and Anxiety Among Polish EFL Students. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-86122-2.
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Colloque "Quelle didactique de l'interculturel dans les nouveaux contextes d'enseignement-apprentissage du FLE/S?" (2005 : Louvain-la-Neuve, Belgium), ed. Didactique du FLE et de l'interculturel: Littérature, biographie langagière et média. E.M.E., 2007.
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Francine, Thyrion, and Flamini Fiorella, eds. Variation et interculturel dans l'enseignement du FLE: Objectifs spécifiques et contextes d'apprentissage. E.M.E., 2007.
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Scampa, Paolo. Les non amis en fle: Ce qu'un italien ne peut savoir du lexique français sans le demander. Harmattan, 2008.
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Kiaer, Jieun, and Alfred W. T. Lo. Fandom Language Learning. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350355439.
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By bringing together research on fandom and language learning, with a special focus on the Korean Wave, this book provides a comprehensive overview of the impact of fandom culture and digital learning on language learning, while also examining how positive emotions such as joy can support language learning.The proliferation of Korean popular culture since the start of the new millennium has sparked huge interest in Korean language learning, particularly among the members of various fandoms centering on different facets of Korean popular culture. The authors propose a number of new directions for future research on global fandom in language learning, as well as practical ideas of how language educators of all languages can use fandom culture and other kinds of digital learning to motivate foreign language learning and increase students' Foreign Language Enjoyment (FLE).
Book chapters on the topic "Foreign language enjoyment (FLE)"
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Mierzwa-Kamińska, Ewelina. "Foreign Language Enjoyment and Foreign Language Anxiety." In Second Language Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-86122-2_3.
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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. Routledge, 2023. http://dx.doi.org/10.4324/9781003293958-3.
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Li, Chengchen, and Jean-Marc Dewaele. "Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment." In Individual Differences and Task-Based Language Teaching. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/tblt.16.03lic.
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This study aims to conceptualize and measure task-specific enjoyment and examine its links with general foreign language enjoyment. A 23-item Task Enjoyment Scale was developed based on interview data obtained after the completion of an L2 oral task. The scale was subsequently validated with two cohorts of Chinese university EFL learners. Exploratory factor analysis revealed three dimensions: task enjoyment-self, task enjoyment-task characteristics, and task enjoyment-social. Further confirmatory factor analyses confirmed a 10-item Task Enjoyment Scale representing the three-factor structure. Correlation analyses revealed varying positive relationships between task enjoyment, foreign language enjoyment, and their dimensions. We highlight that task enjoyment may be the foundation of foreign language enjoyment, and that learners may also bring enduring foreign language enjoyment to a specific task, contributing to the temporary experience of task enjoyment, which may be linked to task performance. We conclude that enjoyment, whether task-specific or general, is vital, and a primary non-linguistic goal for L2 teachers is to make L2 tasks/learning as enjoyable as possible.
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Piechurska-Kuciel, Ewa. "L2 or L3? Foreign Language Enjoyment and Proficiency." In Second Language Learning and Teaching. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56892-8_7.
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Mierzwa-Kamińska, Ewelina. "A Review of Selected Empirical Research on Foreign Language Enjoyment and Foreign Language Anxiety." In Second Language Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-86122-2_4.
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Yahya, Nuruz Zakiyyah, and Agista Nidya Wardani. "Foreign language anxiety and enjoyment performance in classroom: Literature study." In Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era. Routledge, 2024. http://dx.doi.org/10.1201/9781003376125-18.
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Dewaele, Jean-Marc, and Peter D. MacIntyre. "9 Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Feet of the Language Learner." In Positive Psychology in SLA, edited by Peter D. MacIntyre, Tammy Gregersen, and Sarah Mercer. Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783095360-010.
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Ariyanti, Slamet Setiawan, and Ahmad Munir. "Positive psychology in foreign language writing: teacher’s enthusiasm and students’ enjoyment." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-152-4_41.
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Bu, Xueqing. "The relationship between achievement goal orientation and foreign language learning strategies: the mediating role of foreign language enjoyment." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-253-8_43.
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Mierzwa-Kamińska, Ewelina. "Enjoyment in the Foreign Language Classroom: Does Gender Matter? A Review of Selected Empirical Studies." In Second Language Learning and Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64444-4_4.
Full textConference papers on the topic "Foreign language enjoyment (FLE)"
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Taufik, Jordain Riyadi, Sri Tiatri, and Meylisa Permata Sari. "English Task Value: The Effect of Foreign Language Enjoyment and Foreign Language Anxiety." In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.006.
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Li, Yaguang. "Influence of Danmaku in Informal Learning Videos on Foreign Language Learning Enjoyment." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1883291.
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Li, Yaguang. "Influence of Danmaku in Informal Learning Videos on Foreign Language Learning Enjoyment." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1883291.
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Vasconez, Sofia, and Diana Vasconez. "GOING BEYOND GRAMMAR-BASED APPROACH IN FRENCH AS A FOREIGN LANGUAGE (FLE) CLASSES USING TED TALKS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1806.
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BELLINI, Serge. "AI at the service of teaching French as a foreign language: state of play and prospects." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v3.21-22-03-2024.p423-428.
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Artificial intelligence (AI) has profoundly transformed various sectors of our societies, and education is no exception. We observe that its development is extremely rapid and that what was said, done and written a year ago already seems to be obsolete. This article raises questions about AI in the teaching of French as a foreign language (FLE). Drawing on research in language didactics, we examine innovative applications, the challenges encountered, and sketch out the paths to be followed for the judicious use of this technology, which is not new since the terminology has existed since 1955, to place the teaching and learning of French in a new dimension.
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Bu, Xun. "An Empirical Study on the Relationships between Critical Thinking, Foreign Language Enjoyment and Learning Engagement in Second Language Learners." In ICEEL 2024: 2024 8th International Conference on Education and E-Learning. ACM, 2024. https://doi.org/10.1145/3719487.3719529.
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Gafni, Ruti, Dafni Biran Achituv, and Gila Rahmani. "Learning Foreign Languages Using Mobile Applications." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3738.
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Aim/Purpose: This study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners' attitudes towards the process of learning, in voluntary and mandatory environments. Background: Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. Methodology: The study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application, while the other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. Contribution: This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. Findings: Most of the participants found the MALL Duolingo application as enhancing the learning process. The gamification characteristics, ease of use, ubiquity and self-learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. Recommendations for Practitioners: The research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for Researchers: Researchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society: Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is a greatjite opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote and encourage the use of these applications. Future Research: Further examination is need in different cultures, in order to understand if the findings are universal.
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POTELOIN, Hugo. "The use of audiovisual media as a means of acquiring informal French." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v3.21-22-03-2024.p409-417.
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This article examines the use of audiovisual media (films, series, short films, etc.) for the acquisition of non-standard French. At present, colloquial and oral French are given a marginal place in FLE teaching, in favour of standard or even formal French. This raises the question of the purpose of such teaching since it does not enable learners to adapt when interacting with native French speakers. In fact, the French used by the latter is often at odds with that taught in class in that it does not always abide by the rules of grammar and syntax or by the codes of written French and is not always restricted to a single register. In this article, we first look at the necessity of teaching informal French to enable learners to adapt to different situations of communication. We then focus on the content to be taught in relation to the specific features of audiovisual media. Finally, we suggest ways of integrating linguistic variation into the teaching of French as a foreign language.
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Uyen, Phan Tu. "The Perception of EFL Primary Students Toward Learning English Through Interactive Games." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.21.
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Teaching English as a foreign language to primary school children can be challenging due to their linguistic and cognitive limitations. Traditional methods like rote memorization may not be effective or engaging. Interactive games have been proposed as a solution, but there is little research on how students perceive game-based learning and how teachers can incorporate games into language learning curricula. This study examines EFL primary students' attitudes toward three types of interactive games as language learning tools, the impact of game elements on learning outcomes, and the benefits and drawbacks of game-based teaching. The research was conducted in an elementary school in Vietnam and suggests that interactive games can improve EFL learning outcomes in primary school students, but their perception and reaction to this method plays a crucial role in its effectiveness. The study aims to guide the creation of effective language teaching techniques and is relevant to curriculum designers, policymakers, and language teachers worldwide. The research has three main goals: (1) examine EFL primary students' attitudes toward using interactive games to learn English; (2) investigate how game elements affect students' perceptions of game-based learning; and (3) propose ways to improve students' perception of interactive games as a language learning tool. The study has some limitations, such as its focus on Vietnamese EFL primary students and its small sample size. Nonetheless, it contributes to our understanding of how interactive games can enhance EFL learning outcomes in primary school settings by examining students' attitudes, motivations, and enjoyment.
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BUREA, Svetlana. "Implementing creative writing skills in the English classroom." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p204-208.
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This research paper investigates the use of different writing approaches in English as a Foreign Language classroom activity. Specifically, the paper explores freewriting, controlled written activities, and guided written activities, and their potential to enhance writing skills, language proficiency, and soft skills, depending on the objectives and needs of the students. Additionally, the paper suggests strategies and techniques to encourage creativity and enjoyment in writing activities. A focus is put on the development of creative writing that is seen as a booster of skills. The study finds that students are more engaged and motivated when specific writing steps are followed, and they learn to use both convergent and divergent thinking strategies. The results indicate that writing promotes communication skills, increases confidence, and provides a permanent record of progress. However, it is recommended that writing should be combined with speaking, listening, and reading activities for a more comprehensive learning experience. Finally, the primary goal of this study is to empower students to express their thoughts and emotions through writing. By implementing the recommended methodologies, students can develop their writing abilities and build their confidence, which will be useful in more advanced writing tasks in the future.
Reports on the topic "Foreign language enjoyment (FLE)"
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.
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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.