Academic literature on the topic 'Foreign language index'
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Journal articles on the topic "Foreign language index"
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Jin, Yinxing, Kees de Bot, and Merel C. J. Keijzer. "Factors associated with foreign language anxiety." Dutch Journal of Applied Linguistics 4, no. 1 (2015): 67–85. http://dx.doi.org/10.1075/dujal.4.1.07jin.
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This paper reports a study that investigates and compares the effects of foreign language proficiency, social status of a learner’s family, self-esteem, and competitiveness on FL anxiety. Chinese university students (N = 146), who were learning Japanese and English, participated in this study. Social status data were collected once with the Social Status Scale. Other variables were measured twice over a two-month interval, using the Competitiveness Index, the Self-esteem Scale, the English/Japanese Classroom Anxiety Scale, and the English/Japanese Proficiency Scale. Results showed that foreign language proficiency, competitiveness, and self-esteem all significantly predicted foreign language anxiety levels. Foreign language proficiency was the best predictor, followed by self-esteem, then competitiveness. A negative relationship was revealed between these predictor variables and foreign language anxiety. Social status was not related to foreign language anxiety, either directly or indirectly.
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Gu, Yongqi. "National Research Centre for Foreign Language Education, Beijing Foreign Studies University." Language Teaching 45, no. 2 (2012): 263–67. http://dx.doi.org/10.1017/s0261444811000589.
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The National Research Centre for Foreign Language Education (NRCFLE) attached to Beijing Foreign Studies University (www.sinotefl.ac.cn/) is a key research institute in the humanities and social sciences in universities approved by the Ministry of Education (MOE) of the People's Republic of China. It was formally set up and approved in September 2000. After a decade of dedicated hard work, the centre has become an applied linguistics hub of research and training unrivalled in China, and co-hosted AILA2011, the 16th World Congress in Applied Linguistics in August 2011. The current director of the centre, WEN Qiufang, currently presides over the China English Language Education Association, another co-host of AILA2011. The centre publishes two journals, one of them, Foreign Language Teaching and Research, being pre-eminent in the field in every key journal index in China, as well as being the only journal in applied linguistics and foreign language education to feature in the MOE's 2010 Distinguished Journals in Humanities and Social Sciences.
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Heo, Sun-Yeong, and Duk-Joon Chang. "A Study on a Relative Achievement Index of Foreign Language Ability." Communications for Statistical Applications and Methods 16, no. 4 (2009): 627–37. http://dx.doi.org/10.5351/ckss.2009.16.4.627.
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Almeida Filho, José Carlos Paes de. "Notas para uma política de ensino de línguas." Texto Livre: Linguagem e Tecnologia 8, no. 1 (2015): 124–36. http://dx.doi.org/10.17851/1983-3652.8.1.124-136.
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RESUMO:O espectro de fatores coadjuvantes da formação de agentes para um ensino profissional e desenvolvido de línguas inclui uma política linguística que, por sua vez, abriga o campo das Políticas de Ensino de Línguas (Estrangeiras e Segundas) que nos interessam particularmente neste trabalho. Quando examinamos o índice obtido para o desenvolvimento do Ensino de PLE no Brasil, por exemplo, o quesito Políticas (oficiais) merece uma das mais baixas pontuações entre os catorze tomados em conta no trabalho de Almeida Filho (2007). Por que isso acontece? A situação é a mesma ou próxima a essa com referência às outras línguas de oferta no currículo escolar? O que é uma política de Ensino de Línguas e de PLE no arco de uma projetada política linguística no país? Quais os contornos de uma política de que precisamos para uso oficial e das instituições? Neste trabalho serão propostas respostas fundamentadas para essas questões atinentes a um nó que lentifica o desenvolvimento do Ensino de Línguas no país.PALAVRAS-CHAVE: Índice de desenvolvimento do ensino de uma língua estrangeira. Política linguística. Política de ensino de línguas. Políticas para o Ensino de PLE. Contornos de uma política de ensino de línguas.ABSTRACT: The range of supporting factors in the education of agents for a professional and developed teaching of languages includes language planning whose scope is wider and shelters important second and foreign language policies. For example, when the index for the development of Portuguese as a Foreign Language in Brazil is considered, the topic of official policies deserves one of the lowest scores among the fourteen criteria taken into consideration in the paper by Almeida Filho (2007). Why does this happen? Is the prospect similar for the languages most commonly taught at schools? What is a language teaching policy in the realm of a supposed language policy enforced in the country? Which are the contours of a policy needed for official purposes and by the institutions? In this article some answers are attempted for these questions associated to a cause that slows the development of Foreign Language Teaching in the nation.KEYWORDS: Foreign Language teaching development index. Language policy. Language teaching policy. Policies for the teaching of Portuguese as a foreign language. Requirements for a language teaching policy.
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Basuki, Rahmat. "ASPECT OF LANGUAGE FOREIGN EDUCATION IN PELANGI MELBOURNE BY ZUHAIRI MISRAWI (Structural Semiotic Study)." Journal of English Educational Study (JEES) 2, no. 2 (2019): 70–77. http://dx.doi.org/10.31932/jees.v2i2.492.
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Abstract : The reserach aims is identify and understand thoroughly foreign language education contained in Pelangi Melbourne Novel by Zahairi Misrawi. The research is qualitative Approach with analysis methode uses a structural study semiotic. The sourche of data is a Pelangi Melbourne Novel. The Data collected by reading over to understand and obtain data of foreign language education foreigners the factor personal and socio-cultural factors with semiotic structural study Methode.So, The data are grupp suitable foreigh learning theory. After that, Tha analyzing and doing interpretation is based on the theory foreign language learning. The researchers finded personal and social factors culture in Semiotic structural Study data are : form of icons 42 (36%) index of 58 (52%) and the symbol of 10 (13%). Third The semiotic is provide interpretation about foreign language education contained in the novel.Based on Pelangi Melbourne Novel, The Story gives an explanation that language education is not only requires learning English, but need the living environment and learning support. Personal, All students must have believe that self-nature both within the class and outside the classroom so that he is ready to communicate, eliminating anxiety and so forth. In addition, educational institutions must also be provide student residence so it is easy and convenient for students practice the English language without Indonesian rule out as national language.Keywords: Foreign Language, Education, Novel, factor personal, social and cultural factors, structural semiotic
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Cornut, Jérémie, and Stéphane Roussel. "Canadian Foreign Policy: A Linguistically Divided Field." Canadian Journal of Political Science 44, no. 3 (2011): 685–709. http://dx.doi.org/10.1017/s0008423911000540.
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Abstract. This study analyses the French-language scholars' place in Canadian foreign policy. More precisely, it measures and compares their productions in French and in English (output) and the citations to this output (impact) in works by English-language scholars. The output is measured using the Canadian Foreign Relations Index. Then a representative sample of bibliographies taken from books and articles written by English-language scholars and published between 1997 and 2007 is analyzed. Various conclusions on the place of French and French-language scholars in the field are drawn from these data, including their small contribution to Canadian foreign policy and the absence of citations to works in French by English-language scholars. Political implications of the results are discussed.Résumé. Cette analyse examine la place des chercheurs francophones dans l'étude de la politique étrangère canadienne. Plus précisément, elle mesure et compare leurs publications en français et en anglais (la production) et les citations tirées de cette production (l'incidence) que l'on retrouve dans les travaux des chercheurs anglophones. La production est mesurée à l'aide du Canadian Foreign Relations Index. Puis un échantillon représentatif de bibliographies de travaux anglophones publiés entre 1997 et 2007 est analysé. Ces données permettent de tirer diverses conclusions sur la place du français et des chercheurs francophones dans ce champ d'étude. Il apparait, notamment, que la contribution des francophones au domaine de la politique étrangère canadienne est réduite et que les chercheurs anglophones ne citent pratiquement jamais les travaux en français. Les auteurs dégagent, en conclusion, les conséquences politiques de ces résultats.
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Wang, Baojian, Jing Wang, and Guoqiang Hu. "College English Classroom Teaching Evaluation Based on Particle Swarm Optimization – Extreme Learning Machine Model." International Journal of Emerging Technologies in Learning (iJET) 12, no. 05 (2017): 82. http://dx.doi.org/10.3991/ijet.v12i05.6782.
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The quality evaluation of English classroom teaching carries great significance in promoting English teaching reform and raising the quality of English education at university level in China. In this paper, a quality evaluation index system is introduced for the classroom teaching of English as a foreign language (EFL), and an EFL classroom teaching quality evaluation model is built based on the PSO-ELM algorithm with an ELM model constructed for comparison. A comparison shows that the PSO-ELM algorithm can obtain better accuracy with less hidden layer neurons, hence lowering the demand upon experiment samples and strengthening the fitting ability of the model. Experiment results show that the PSO-ELM algorithm is feasible to evaluate classroom teaching of English as a foreign language. The designed English classroom teaching quality evaluation index system is thus confirmed as effective, and is expected to improve the quality and management of classroom teaching of English as a foreign language.
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Vasilevich, Alexander P. "On the possibility of measuring the level of articulatory skills in a foreign language." Rhema, no. 3, 2020 (2020): 65–83. http://dx.doi.org/10.31862/2500-2953-2020-3-65-83.
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The article dwells upon the possibility to assess quantitative evaluation of the level of articulatory skills. A formula is offered which allows to estimate individual indices Rphon. The index takes account of reading rapidity and correct pronunciation of letter combinations, as well as the placement of verbal accents in the course of reading a coherent text. The procedure includes reading aloud a standard text, and then a text, which contains a number of unfamiliar words (quasi-words). The validity of the proposed procedure is checked by testing about 100 subjects with varying levels of English language training, both on English and Russian material. Recommendations are given on the use of the procedure described. Index Rphon is claimed to be productive in dealing with some investigational items.
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Zasluzhena, Alla. "The Concept of English Philologists’ Training at Swiss Universities." Comparative Professional Pedagogy 6, no. 2 (2016): 88–95. http://dx.doi.org/10.1515/rpp-2016-0024.
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Abstract The issue of plurilingual approach usage to the study of foreign languages has been made actual on case study of Swiss universities. Basic concepts of English philologists’ formation at Swiss universities have been determined. These components have been analyzed with relation to their relevance to the prospective philologist in English Linguistics and Literature. The attention has been focused on the effectiveness of Swisss higher education up to the indicator “skills” (Global Information Technological Report 2014, Networked Readinnes Index, NRI) according to the World Economic Forum on the development of information technologies in different countries. The emphasis has been made on mutual interaction between sectors of secondary and higher education, that contributes to the quality improvement of education in the country. Some steps in the process of modernization in primary and secondary education have been indicated, such as the usage of the Swiss version of the European Language Portfolio; development of “Profession-related Language Competence Profile for Foreign Language Teachers at Lower Secondary Schools”, “The Passepartout Language Teacher Profile”. Attention is paid to the following changes of teachers’ training: its belonging to tertiary study; mandatory practice-teach for English teachers in English-speaking countries, the required level of command of English language as admission to study in Bachelor and Master programs; capability to work in other linguistic regions, which in turn causes the requirements on quality assurance of particular region language proficiency according to the CEFR (Common European Framework of Reference for Languages).
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Polio, Charlene G. "ANNOTATED BIBLIOGRAPHY OF SCHOLARSHIP IN SECOND LANGUAGE WRITING: 1993–1997. Tony Silva, Colleen Brice, and Melinda Reichelt. Westport, CT: Ablex, 1999. Pp. xii + 209. $73.95 cloth, $39.50 paper." Studies in Second Language Acquisition 23, no. 3 (2001): 439–40. http://dx.doi.org/10.1017/s027226310124306x.
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This annotated bibliography is a list of 676 journal articles, book chapters, dissertations, and ERIC documents related to the teaching and learning of second and foreign language writing. The list is a compilation of bibliographies published in the Journal of Second Language Writing during the years 1993–1997, with entries dating from 1991 to 1997. After a brief introduction, which includes the databases that were searched and the periodicals that were examined, the bibliography presents the entries in alphabetical order by author. Following an author index is a 23-page subject index to the entries.
Dissertations / Theses on the topic "Foreign language index"
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McMeekin, Abigail L. "NS-NNS negotiation and communication strategy use in the host family versus the study abroad classroom." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765882961&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208804388&clientId=23440.
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Polat, Mustafa. "Emerging Technologies in Language Pedagogy: Language Learners' Perceptions through the Lenses of Innovation Diffusion and User Intention Theories." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612413.
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Recently, it has been admitted by many researchers that students today are "digital natives" who already utilize several different technologies everyday with different purposes. Furthermore, while there is a plethora of research about learners' perceptions in language pedagogy, there is a paucity of information and research that could move beyond generic perception studies especially regarding new technologies. Accordingly, educators are still concerned not only with how to encourage EFL learners to adopt emerging technologies that could be invaluable in their language learning processes, but also with how to keep students interested in what they are learning. Thus, an understanding beyond students' perceptions with a purposive focus on their approach to technology by also exploring factors that have an influence on their adoption of emerging technologies is the key to knowing how to motivate students to integrate new technologies, and how to keep students interested in the learning process. Therefore, the purpose of this study was three-fold: to identify language learners' approaches to technologies; to examine their attitude toward emerging technologies with a focus on their familiarity, actual use, intentions and perceptions; and finally to analyze the factors and relationships among these factors that best predict language learners' intentions and decisions to use emerging technologies. The study specifically aimed to explore the following emerging technologies: (a) social networking, (b) mobile learning, and (c) digital games as major emerging technologies of today with also a focus on other emerging technologies: (a) augmented reality, (b) wearable technologies, (c) virtual assistants, (d) massive online open courses, (e) 3D printing and (f) online language learning platforms. This mixed methods study benefitted from multiple disciplines, and presented several different perspectives to achieve its aim. The data were obtained through a survey, open-ended questions, and semi-structured interviews. The quantitative data were analyzed through descriptive and inferential statistics. In addition, structural equation modeling was utilized and path analysis was employed to draw on two complementary frameworks: innovation diffusion theory (Rogers, 2003), especially its application in technology adopter categories (TACI) (Dugas, 2005), and the decomposed theory of planned behavior (DTPB) (Taylor & Todd, 1995), which was adapted for this research. The qualitative data was analyzed through thematic content analysis, and used to triangulate and affirm what the quantitative data was showing. The findings indicated that technology adopter categories were normally distributed among EFL learners at a public and a private university in Turkey. Although most EFL learners were quite familiar and confident with major emerging technologies, they were not very familiar with minor emerging technologies. As for an awareness of the benefits of all listed emerging technologies, the study revealed that EFL learners' awareness is quite high; however, it was also found that participants' intention to use these emerging technologies and their actual use were very low. Finally, the results showed that the adapted DTPB was useful in explaining much of the variance in the intention to integrate technology into language learning processes by EFL learners, and attitude was the most important predictor and factor of behavioral intention. Given these findings, this research aims to contribute to the literature in innovation diffusion, user adoption and language pedagogy by offering several theoretical, methodological, and pedagogical implications and directions for future research and applications.
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Lea, Michael. "Indexing Distance and Deference as Performed Culture:A review module for politeness types introduced in Japanese: The Spoken Language, Part 1." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371142498.
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Bachelor, Jeremy W. "Intrinsic connection between pragmatics and grammar." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117537.
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Previous studies suggest that grammar is a prerequisite to Language 2 or second/foreign language (L2) pragmatic acquisition, although high grammatical competence does not guarantee high pragmatic competence. This study more extensively examines the correlation between these two competencies. In the year 2013 at a North American university, 29 Spanish students at the intermediate-high level took a grammar test and a pragmatic test. The pragmatic test assessed requests, invitations, refusals, and apologies in Spanish. In comparing the two, the results suggest a positive relationship between pragmatic and grammatical competencies. Therefore, this research supports previous studies showing that the grammatical competence of students of foreign languages is necessary for the development of pragmatic competence; however, it is not sufficient for it in and of itself.Estudios sugieren que la gramática es un prerrequisito a la adquisición pragmática en la Lengua 2 o segunda lengua/lengua extranjera (L2), aunque una alta competencia gramatical no garantice una alta competencia pragmática. Este estudio examina extensamente la correlación entre estas dos competencias. En el año 2013, en una universidad norteamericana, 29 estudiantes de español de nivel intermedio-alto hicieron una prueba de gramática y una de pragmática. La segunda evaluó las solicitudes, las invitaciones, los rechazos y las disculpas en español. Al comparar las dos competencias, los resultados sugieren que existe una relación positiva entre la pragmática y la gramática. Por tanto, esta investigación apoya estudios previos que demuestran que la competencia gramatical de estudiantes de L2 es necesaria para el desarrollo de la competencia pragmática; sin embargo, noes suficiente para ella.
Muitos estudos sugerem que a gramática é um prérequisito para a aquisição da pragmática na Língua 2 ou segunda língua / língua estrangeira (L2), embora uma alta competência gramática não garante uma alta competência pragmática. Este estudo examina mais profundamente a correlação entre estas duas competências. Em 2013 em uma universidade americana, 29 estudantes espanhóis de nível medio-alto realizaram um teste gramatical e um teste de múltipla escolha sobre a pragmática. O teste de pragmática avaliou os usos comuns de solicitações, convites, recusas e desculpas em espanhol. Comparando os dois, os resultados sugerem uma relação positiva entre a capacidade de competência gramatical e pragmática. Portanto, esta pesquisa apoia estudos anteriores que mostram que a competência gramatical de estudantes de línguas estrangeiras é necessaria para o desenvolvimento da competência pragmática; no obstante, não é suficiente por si só.
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Park, Misug. "A relational study of intercultural sensitivity with linguistic competence in english-as-a -foreign-language (EFL) pre-service teachers in Korea /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1257778901&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1193667975&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2006.Typescript Vita Includes bibliographical references (leaves 92-101) Also available online via ProQuest to authorized users. The study examined the relationship between intercultural sensitivity and linguistic competence in English-as-Foreign-Language (EFL) pre-service teachers in Korea. One hundred and four pre-service teachers, enrolled at the two national universities in Korea, participated in the study. The data were collected by administering two instruments: the Intercultural Development Inventory (IDI) to measure the development of the participants' intercultural competence; and the Michigan English Language Assessment Battery (MELAB) to measure the levels of the participants' language competence. Correlation analysis and independent samples t-tests were used to address the research questions. The results indicated that little correlation was found between the level of intercultural sensitivity and linguistic competence. That is, while a significant mean difference was found in linguistic competence between primary and secondary pre-service teachers in Korea, the same participants still did not show a significant mean difference in the level of intercultural sensitivity. The results may imply that the development of intercultural competence can be shown relatively slower than the linguistic development. The findings of the study lend support for many theoretical claims that intercultural competence might not naturally grow with the development of linguistic competence. Thus, the findings of the study suggest that intercultural competence has to be taught explicitly, as we teach linguistic components in language education. The findings of the study also had other educational implications, such as the need for methods to improve and methods to evaluate intercultural competence in second/foreign language classrooms and teachers' programs.
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Moustapha-Sabeur, Malak. "La voix de l'enseignant et la communication de la langue étrangère : étude des facteurs influents liés au passé et au contexte présent." Paris 3, 2008. https://hal.archives-ouvertes.fr/tel-01255273.
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Le présent travail de thèse s’intéresse à l’étude de la voix de l’enseignant. En effet, la voix contribue à la transmission du message qu’elle porte surtout quand il est produit en une langue étrangère. Afin de caractériser la modalité selon laquelle un enseignant en situation produit sa voix en classe, la démarche s’intéresse aux facteurs qui influent sur la production de la voix. Il s’agit d’abord de facteurs influents du passé qui précèdent l’action en situation. Ils renvoient aux attitudes et aux représentations innées ou acquises, concernant la manière de parler en langue étrangère et celle de parler en tant qu’enseignant. Il s’agit ensuite de facteurs situationnels qui sont en rapport avec le contexte, l’activité et les intentions de communications de l’enseignant en situation. Cette recherche insiste sur la manière dont se constitue une compétence intonative susceptible d’agir sur le niveau de l’apprenant en langue étrangère. De ce fait, le sujet s’inscrit essentiellement dans le cadre des recherches menées en didactique des langues à la Sorbonne nouvelle. Les théories sur lesquelles nous nous basons se rapportent à la phonétique, à la psychosociologie et à la sociologie psychologique. La recherche empirique est menée à partir de deux types de corpus : le premier consiste en des propos oraux et écrits produits par un certain nombre d’enseignants libanais. Le second est un corpus sonore transcrit qui consiste en un extrait de cours enregistré en situation donné par un enseignant libanais. Finalement, en proposant une dimension de recherche portant sur le rôle des paramètres intonatifs dans la transmission des connaissances, le présent mémoire espère contribuer à la recherche en didactique des langues et en pédagogie en généralThe present work focuses on teacher’s voice for its implication in the transmission of the oral message, especially when it is produced in a foreign language. We studied the factors that influence the production of the teacher’s voice, in class. In this order, we tried to define the factors from the teacher’s past, as innate or acquired attitudes and performances. Secondarily, we analysed the situational factors as teacher’s intentions communications in situation. This research insists on the way that intonation is a skill, likely to act on the level of foreign language learners. Therefore, the issue is essentially within the framework of research in language didactics at the Sorbonne Nouvelle. The theories, on which we base, relate to phonetics, the psychology and social psychology. The empirical research is based on two types of corpus: the first consists of oral and written produced by a number of Lebanese’s teachers. The second is a transcribed sound corpus, which is in an extract of courses registered in situation given by a Lebanese teacher. Finally, in proposing a research on the role of intonation parameters in the transmission of knowledge, this research hopes to contribute to research in language didactics and pedagogy in general
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Gangolli, Anjali. "L'enseignement du français langue étrangère aux enfants en milieu institutionnel : Le cas de l'Inde." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCC008/document.
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Ces travaux de thèse se situent dans le domaine de la didactique des langues étrangères et portent sur l’enseignement du français langue étrangère (FLE) aux enfants (l’enseignement précoce du FLE) en milieu institutionnel, dans un environnement non francophone. Ils se donnent pour objectifs d’examiner les représentations des parents et des enfants indiens, d’étudier la façon dont les enfants apprennent les langues et les démarches mises en œuvre pour enseigner une langue étrangère aux enfants, d’observer des enfants apprenant le français langue étrangère en milieu institutionnel dans un pays non francophone et enfin, de faire des propositions didactiques pour un enseignement efficace du français langue étrangère dans ce contexte particulier. Cette thèse se propose d’étudier la problématique sous deux angles complémentaires : celui de l’apprenant et celui de l’enseignant, en examinant les questions théoriques et pratiques qui se posent. Pour ce faire, ces travaux s’intéressent aux relations qu’entretient l’enfant avec le langage et aux spécificités de l’enfant en tant qu’apprenant. Ils se penchent également sur les principes pédagogiques de l’enseignement du FLE aux enfants et les pratiques de classe (supports et activités de classe). En outre, cette thèse fournit une étude de cas, rendant compte d’une expérience vécue sur le terrain, en Inde, dans une école de langue. Enfin, ces travaux de thèse apportent des constatations, tirées des recherches et des observations faites, et font part des recommandations concernant l’enseignement du français langue étrangère aux enfants en milieu institutionnel dans un pays non francophoneThis doctoral thesis in the domain of foreign language didactics explores teaching “French as a Foreign Language” (known as FLE in French) to children (early learning/teaching of French as a Foreign Language) in an institutional and non-francophone environment. The objectives of this doctoral thesis are to examine the perceptions of Indian parents and children, to study how children learn languages and the methods used to teach foreign languages to children, to observe children learning a foreign language in an institutional environment in a non-francophone country and lastly, to suggest steps to be implemented in order to make teaching French as a Foreign Language to children in this particular context efficient.In this doctoral thesis, the study is based on two complementary angles: the learner’s and the teacher’s, and examines the the oretical and practical issues. It explores the relations between the child and language and the specific characteristics of the child as a learner. The thesis also explores the pedagogical principles behind teaching French as a Foreign Language to children and the classroom practices (resources and classroom activities). The study also contains a case study, describing an experience in India, in a language institute. Lastly, the thesis presents findings drawn from the research done and the observations made during the study, and makes recommendations regarding teaching French as a Foreign Language to children in an institutional environment in a non francophone country
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Jeannot, Céline. "Plurilinguisme et éducation en Inde : l’enseignement des langues et du français langue étrangère. Etude de cas à Chennai et Poudouchéry." Thesis, Grenoble, 2012. http://www.theses.fr/2012GRENL013/document.
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Ce travail de recherche propose une approche croisée de la sociolinguistique et de la didactique des langues pour explorer l’enseignement des langues, et en particulier de l’anglais, du tamoul, de l’hindi et du français, en contexte indien. Il vise la compréhension d’enjeux globaux sur la gestion éducative du plurilinguisme en Inde tout en s’appuyant sur une étude de cas localisée à Chennai et Poudouchéry, dans le sud de l’Inde. Le questionnement retenu porte sur les liens de cohérence existant entre la situation sociolinguistique indienne, les politiques linguistiques éducatives et les pratiques et représentations des enseignants en rapport avec les langues et le plurilinguisme. La mise en relation de ces différents niveaux d’analyse s’opère par le biais d’une démarche de contextualisation permettant de mettre en évidence certaines spécificités du plurilinguisme social et individuel en Inde. Cette recherche questionne plus spécifiquement la place du français dans le panorama de l’enseignement des langues en Inde, ainsi que les modalités de son enseignement et les représentations qui y sont associées. L’étude des pratiques et représentations des enseignants de langue a fait l’objet d’une enquête de terrain menée dans des établissements scolaires de Chennai, à l’Alliance française de Madras (Chennai) et au Lycée français de Pondichéry (Poudouchéry). La réflexion menée débouche sur quelques perspectives pour une meilleure reconnaissance des pratiques plurilingues par l’école, et une véritable prise en compte des langues et variétés présentes dans l’environnement socialThe present work proposes a cross-approach of sociolinguistics and didactics to explore the teaching of languages, especially English, Tamil, Hindi and French, in the Indian context. The study aims at a better understanding of issues on educational management of multilingualism in India while relying on a case study located in Chennai and Puducherry (South India). The inquiry focuses on consistent links between the sociolinguistic situation of India, language education policies, and practices and perceptions of teachers in relation to languages and multilingualism. Linking these different levels of analysis occurs through a process of contextualisation that highlights some specificities of both social and individual multilingualism in India. The research questions more specifically the place of French in the panorama of language teaching in India, as well as related teaching methods and representations. The study of practices and representations of language teachers has been done through a field survey in schools in Chennai, at the Alliance française of Madras (Chennai) and at the Lycée français of Puducherry. This analysis leads to a few suggestions for a better recognition of multilingual practices by the school, so that languages and varieties of the social environment would be taken into account
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Mahajan, Nidhi. "L’apprentissage du français langue étrangère par le biais des chansons françaises aux hindiphones : analyse et propositions." Thesis, Montpellier 3, 2018. http://www.theses.fr/2018MON30033/document.
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Le présent travail a pour but d’analyser et de montrer comment une chanson, dans toute sa richesse langagière, musicale et socioculturelle peut devenir un réel outil d’apprentissage. Tout d’abord, une étude de la situation actuelle de l’enseignement du FLE en Inde, révèle l’emploi limité à la grammaire et au vocabulaire des chansons et démontre l’insuffisance de l’exploitation des chansons françaises dans leur intégralité : les aspects esthétiques et artistiques sont très peu abordés. Ensuite, une réflexion théorique porte sur les domaines de la didactique de l’oral, de la musique et plus particulièrement, des chansons. Elle met en relation les concepts interdisciplinaires tels que la musique, l’émotion, le plaisir, la réception et l’expérience esthétique, la motivation, la culture, les chansons, l’oral, etc. du point de vue de l’enseignement/apprentissage d’une langue. Cette recherche vise l’identification des manques et des besoins, à travers une pré-enquête et des entretiens réalisés dans des établissements différents de New Delhi. Enfin, une remédiation sous forme d’un projet artistique appliquée à des apprenants indiens hindiphones de 3ème année de FLE, montre les effets bénéfiques de l’étude transversale en évoquant le rôle pertinent des chansons sur le développement cognitif, affectif et socioculturel. Le côte ludique de l’apprentissage à travers les chansons suscite le plaisir esthétique et un nouveau désir de s’exprimer dans une langue. Cette thèse concerne non seulement plus de 300,000 apprenants indiens du FLE mais également, tous les domaines de la didactique, des neurosciences, de la psychologie, de l’interculturalité, de la linguistique et de la musicologie. Les propositions développées ici sont également applicables à d’autres languesThe present work aims at analysing and showing how a song, in all its linguistic, musical and sociocultural richness, can become a real tool of learning. First of all, the current situation of the teaching of French as a foreign language (FLE) has been studied, that reveals the use of the songs being limited to their grammar and vocabulary. Its analysis brings to the forefront the insufficient use of French songs in their entirety:aesthetic and artistic aspects being the less addressed aspects. In order to address this situation, the focus has been put on studying the theoretical notions in the domain of teaching of oral, music and particularly, songs. These notions are furthermore analyzed in the light of teaching/learning of a language to study the interdisciplinary concepts such as music, emotion, pleasure, aesthetic reception and experience, motivation, culture, songs, oral, etc. This research aims at identifying what is lacking and needed, with the help of pre-survey and interviews conducted in different institutes of New Delhi. Last but not the least, an art based project has been suggested to the native Hindi speakers studying in the 3rd year of FLE. This project highlights the advantages of the cross-sectional study referring to the important role of songs on the cognitive, emotional and sociocultural development. The playful side of learning through songs arouses aesthetic pleasure and new desire to express oneself in a language. This thesis not only concerns more than 300,000 Indians students of FLE but also relates to the fields of didactics, neurosciences, psychology, interculturality, linguistics and musicology. The suggestions developed here in this project apply equally to other languages as well
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Norris, John M. "Validity evaluation in foreign language assessment." Thesis, 2004. http://proquest.umi.com/pqdweb?index=0&did=775173161&SrchMode=2&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233944714&clientId=23440.
Full textBooks on the topic "Foreign language index"
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Somali-English dictionary with English index. 3rd ed. Dunwoody Press, 1993.
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Geno, Marie Gontier. Clef: Index des difficultés courantes du français pour anglophones. IDC Publications, 1985.
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Borgen, Peder. The Philo index: A complete Greek word index to the writings of Philo of Alexandria. William B. Eerdmans Pub., 2000.
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Charlet, Jean-Louis. Index des lemmes du De orthographia de Giovanni Tortelli. Publications de l'Université de Provence, 1994.
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Bhatia, Motia. An intensive course in Punjabi: Dialogues, drills, exercises, vocabulary, notes on grammar, and word index. Central Institute of Indian Languages, 1985.
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Le petit dictionnaire des québécismes: Anglicismes, archaïsmes, dialectalismes et néologismes : suivi d'un index thématique. Éditions de l'Homme, 2010.
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Dictionnaire étymologique de mots français d'origine chamito-sémitique: Classés par racine, avec index alphabétqiue. L'Harmattan, 1998.
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Jan, Svartvik, ed. A communicative grammar of English. 2nd ed. Longman, 1994.
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Koul, Omkar N. An intensive course in Kashmiri: Dialogues, drills, exercises, vocabulary, notes on grammar, and word index. Central Institute of Indian Languages, 1985.
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Kaula, Omakāra Aina. An intensive course in Kashmiri: Dialogues, drills, exercises, vocabulary, notes on grammar, and word index. Central Institute of Indian Languages, 1985.
Book chapters on the topic "Foreign language index"
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"Index." In Foreign Language Input. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690432-020.
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"Index." In Writing in Foreign Language Contexts, edited by Rosa Manchón. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691859-016.
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"Index." In Perspectives on Foreign Language Policy. John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.81.16ind.
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"Index." In Young Children’s Foreign Language Anxiety. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781800411616-042.
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"Subject Index." In Metaphor in Foreign Language Instruction. De Gruyter Mouton, 2019. http://dx.doi.org/10.1515/9783110630367-014.
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"Name index." In Motivation and Foreign Language Learning. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.10ind.
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"Subject index." In Motivation and Foreign Language Learning. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.11ind.
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"Index of Foreign-Language Terms." In A Hegel Dictionary. Blackwell Publishers Ltd, 2017. http://dx.doi.org/10.1002/9781405164665.ind1.
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"Index." In Teaching Arabic as a Foreign Language. Amsterdam University Press, 2019. http://dx.doi.org/10.2307/j.ctvjsf64g.21.
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"Index." In Teaching Arabic as a Foreign Language. Amsterdam University Press, 2019. http://dx.doi.org/10.1515/9789048542901-018.
Full textConference papers on the topic "Foreign language index"
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Barabashchuk, Hanna, Mariana Dushkevych, and Natalia Hutsuliak. "Psychological Features of the Tolerance of Future Specialists in Socionomic Professions." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/04.
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It is a set on the basis of theoretical researchers, that the modern specialist of the sphere of «Man-Man», except the certain volume of professional abilities and knowledge, must own personality-mature qualities: to show readiness for self-development and self-perfection; make a decision on their own; have their own system of values and be able to correlate their own vital persuasions with the senses and stereotypes of society. For this reason, development of their tolerance as a constituent of professionalism is important in the professional preparation of specialists of socio-economic professions. Tolerance is not just a tolerance for others' thoughts, beliefs and behaviour, it is a purposeful effort on the part of the individual to create an information space that promotes harmony, interpersonal cooperation, emotional tact and respect. The empirical study involved 40 second-year students, including psychology students and foreign language teachers. The psychodiagnostic complex of methods presented in the article made it possible to obtain reliable research results. A comparative analysis of respondents' indicators showed that «tolerance» as a personal quality is significant for both groups. It is stated that psychology students are more tolerant of representatives of different social strata, while foreign language students are tolerant of ethnic minorities. The study found that future psychologists seeking to assert their beliefs and considerations, if the situation becomes conflictual, can be harsh. Future teachers are more critical of themselves and their opinions, showing tact and understanding to manifest «paradoxical» actions, even if they do not agree with them. The overall tolerance index of the two groups under study indicates that their behaviour and attitudes towards the world, people and events will depend on the particular social situation they are currently in.