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Journal articles on the topic 'French teaching practice'
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1
Berwald, Jean-Pierre, Ross Steele, and Andrew Suozzo. "Teaching French Culture: Theory and Practice." Modern Language Journal 82, no. 1 (1998): 132. http://dx.doi.org/10.2307/328706.
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Akande, Olubukola Abosede (Mrs), and B. Toyin (Mrs) Oyekunle. "EFFECTIVE TEACHING AND LEARNING OF FRENCH DURING TEACHING PRACTICE EXERCISE TOWARDS SUSTAINING THE INTEREST OF LEARNERS: A STUDY OF EACOED, OYO AND KWSCE, ILORIN." Nigerian Educational Digest (NED) Volume 14, No. 1, June 2022 (2022): 174–81. https://doi.org/10.5281/zenodo.7770072.
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Student teaching programme is planned to develop and evaluate student-teachers’ competence in actual classroom and school settings. This study examines effective teaching and learning of French during teaching practice exercise towards sustaining the interest of learners: a study of EACOED (Emmanuel Alayande College of Education), Oyo and KWSCE (Kwara State College of Education), Ilorin. Some French student-teachers do not choose French as their teaching subject during their teaching practice exercise. They rather choose other subject or assignment with their various excuses. Some schools give other school assignments at the expense of practicing teaching in their schools. This study aims at finding the ways of sustaining the learner’s interest in the class of French. It suggests that French student-teachers and other school authorities need to contribute positively to enhance and sustain the interest of students of French. It recommends that French student-teachers should teach French during teaching practice. The head teachers, Old Student Association and Parent-Teacher Association should come to the aid of French education in the provision of modern teaching materials in their various schools.
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Elmuratov, Turamurot B. "USE MODERN INTERACTIVE METHODS IN FRENCH TEACHING AND IMPLEMENT THEM IN PRACTICE." International Journal Of Literature And Languages 03, no. 04 (2023): 25–28. http://dx.doi.org/10.37547/ijll/volume03issue04-05.
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At present, great attention is being paid to the use of various innovative and pedagogical technologies in teaching the French language in higher education in our country. This article is devoted to the methodology of teaching the French language. The use of modern pedagogical technologies in the educational process is also explained.
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SU, Hang. "A Study of French Language Teaching in Primary Schools in China." International Journal of Linguistics, Literature and Translation 7, no. 3 (2024): 59–69. http://dx.doi.org/10.32996/ijllt.2024.7.3.7.
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Since the teaching of French in primary schools is not yet on a large scale in China, there are few references. In addition, the teaching of French in primary school started very late in our country and there are not yet complete standards to be followed, so that in the practice of teaching French in primary school, inevitably there are still a lot of problems to be solved. By combining the status quo of teaching French in primary schools in China, the problems encountered in its practice, the psychological characteristics of children during the learning of foreign languages, this project therefore aims to analyze, to reflect on the teaching of French in primary schools in China, and to propose a viable reflection on its future pedagogical practices, while starting from the organization of the courses, the teaching methods, the selection of the didactic material and stimulation of the interest of schoolchildren.
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Ikromdjonovna, Khayatova Nigina, and Rakhmatullina Rushana Muradovna. "METHODOLOGICAL ISSUES FOR TEACHING WRITING IN FRENCH." American Journal Of Philological Sciences 03, no. 06 (2023): 11–16. http://dx.doi.org/10.37547/ajps/volume03issue06-03.
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This article is devoted to the analysis of written papers in French which are a distinct nationally specific genre. The article describes the main features of the different types of written papers which are actively used by methodologists and professors in schools and universities to test students’ knowledge. Written types of papers are especially challenging for learners because they imply not only good knowledge of vocabulary and grammatical structures of the studied language but also the knowledge of structural and stylistic features of the papers themselves which usually differ from their analogues in native language. The article points out that the effectiveness of teaching writing in French depends as much on the linguistic background of the learners as on the number of tasks and exercises needed to build, practice, and monitor learners’ writing skills. Speaking about written work done in French, an important factor for sustained interest in further learning of French is adequate reasoned assessment of assignments. The article provides the assessment criteria for different types of written papers that are taught in contemporary universities.
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Nilsson, Tore, Pirjo Harjanne, and Pernilla Steuer. "Between theory and practice." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 113–31. http://dx.doi.org/10.17011/apples/urn.201903011692.
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The present study explores patterns of cognition among 14 foreign language (FL) teacher students in Sweden regarding teaching oral proficiency and grammar in French German, Italian and Spanish. It is based on reflective cumulative log texts written by the students during a theoretical course in FL pedagogy. The log texts were investigated using qualitative content analysis to uncover central themes and patterns of agency. The findings indicate, among other things, that the FL teacher students hold strong experience-based cognitions regarding teaching both oral proficiency and grammar, and that, regardless if their FL learning experiences at school were based on form-focused teaching or communicative teaching, they struggle to negotiate the role of grammar in a communicative language teaching framework.
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Foluke, Siwoku-Awi Omotayo. "A Multi-Nodal Approach to Teaching Literature-In-French at Tertiary Levels." Journal of Education and Practice 4, no. 1 (2020): 80. http://dx.doi.org/10.47941/jep.414.
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Purpose: The purpose of this research is to propose solutions to the problems posed by the teaching of Literature-in-French to the Anglophone learner who has not gained mastery of the appropriate collocations, registers, jargons and expressions that can adequately describe an experience, an emotion or a philosophical position as to be able to analytically engage in the debates or polemics raised by the author of a literary text.Methodology: The methodology used is explanatory and historical in which the brief account of French language teaching and its importance to the Nigerian economy is traced; the foundational teaching at the secondary and teacher training levels and French teaching for special purposes are fundamental to mastery and ability to communicate and engage in literary analyses, which is the major discourse. The teaching of French is explored and the practice of traditional approaches is juxtaposed with the innovative multi-nodal approach, developed from the author’s over thirty years of tertiary teaching.Findings: The findings are that a multi-nodal approach to teaching Literature-in-French to Anglophone learners will improve their linguistic and communicative abilities and is a predictor of better achievement in French.Unique contribution to theory, practice and policy: This research has proposed a multi-nodal technique for teaching Nigerian students whose limited lexical and syntactical competencies in French do not allow for elaborate analysis of literary subjects. The implication for teaching literature-in-French is that it will be theory based, the type that falls within the experience of learners and that they can discuss with ease. The multi-nodal approach comprises of other innovative activities like translation, comparative study, computer-aided learning, students’ participation in roles plays, skits and in particular the use of easy-to-read texts. All these activities combined should enable an all-round achievement in French language and literary performance
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Belajev, Oleg. "Cultural Symbols in Teaching French as a Foreign Language." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 19/20 (December 16, 2024): 306–16. https://doi.org/10.37384/va.2024.19.20.306.
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The article deals with methodological issues related to ensuring the presence of French culture in practical classes of French, with the focus that culture is an integral part of the language and provides comprehensive acquisition of the French language. This culturally related material during classes gives students the opportunity to gain knowledge about France, including current topics. When working with cultural issues students can deepen and build systematic knowledge of the country (France), its history, geography, population, political system, literature and more, as well as understand the French people’s characteristics, traditions and customs. This article will mainly look at the contemporary French language, vocabulary and spelling. In the process of teaching students modern French there is a need to discuss also French people’s character traits, beliefs and values, behaviour, sense of humour, relaxation and entertainment, eating and drinking, health and hygiene, and the government. Efficient use of culture in learning French depends on its systematic and systemic classroom practice throughout the school year.
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Merchant, Stefan, David Jack, and Laura Hermans-Nymark. "School Districts’ Assessment of the French Language Proficiency of Prospective FSL Teachers." Canadian Journal of Educational Administration and Policy, no. 202 (May 26, 2023): 128–40. http://dx.doi.org/10.7202/1099987ar.
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It is a widespread practice among Canadian school districts to assess the French language proficiency of candidates applying for French as a Second Language (FSL) teaching positions. This pan-Canadian study used surveys, interviews, and website data to examine the French language proficiency assessment practices and processes used by Canadian schools when hiring FSL teachers. The findings show that almost 90% of Canadian school districts assess French language proficiency when hiring FSL teachers and that the most common form of assessment is to ask one to three questions in French (with candidates responding in French) during the employment interview. Evaluation of the candidates’ responses is rarely informed by a language proficiency framework or rubric; instead, evaluators’ decisions are informed by their overall impressions of the candidate’s language proficiency. Other promising assessment practices are described, along with suggestions about how districts may improve their French language proficiency assessments when hiring FSL teachers.
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Ogorodov, M. K. "School of French." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 225–27. http://dx.doi.org/10.24833/2071-8160-2014-5-38-225-227.
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Fundamentals of teaching French at MGIMO were laid in the 1950s - 1960s, the teachers of the Department of Romance Languages uniform. Initially, the core department of the French language teachers were MSU: Olga D. Andreeva, Simon I. Ganionsky, Sophia Yulevna Friedman, Irina B. Chachkhiani. Heads of departments of the period the greatest contribution to the development of philological science and practice of teaching Romance languages made an outstanding figure of Russian Romance Studies, Doctor of Philology, Professor Vladimir G. Gak. In 1971, after the separation of the Department of Romance languages were the departments of French and № 1 № 2. At the Department of French № 1 was successfully completed the task of developing a set of textbooks for the initial stage of training French language and created books that have become "classics of the genre".
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Bushev, Aleksandr. "French Politology via the French Language." Virtual Communication and Social Networks 2022, no. 3 (2022): 118–29. http://dx.doi.org/10.21603/2782-4799-2022-1-3-118-129.
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The paper discusses linguistic autodidactics that lead to the comprehension of social reality. The paper focuses on the Francais Authentique francophone social medium used for language teaching and political discourse comprehension. The author conducted a linguadidactic experiment by using YouTube technologies to practice the French language using authentic traditional and newest sources on the presidential elections in France in 2022. The methodology was based on the authentic theory of discourse analysis frames. The theory features the frames of key communicators and target audiences, factual analysis, analysis of linguistic components of discourse, and the frames of performance, multimedia communication, values, rational argumentation, virtual communication, and feedback. The results shed light upon strategic importance of new media and success of political strategies of centrism in politics.
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Berns, Janine, and Sanne van Vuuren. "The native speaker ideal in FL pronunciation teaching practice." Belgian Journal of Linguistics, Volume 37 (2023) 37 (December 31, 2023): 118–43. http://dx.doi.org/10.1075/bjl.00083.ber.
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Abstract Language teaching practice is known to come with more or less implicit views on what ‘good pronunciation’ sounds like. However, over the past decades, frameworks such as the communicative approach to language learning and the wish for social inclusion have led to a gradual shift in normative thinking, with intelligibility becoming increasingly valued over the acquisition of a native-like accent, especially at lower levels of proficiency. This contribution traces the evolution of pronunciation norms, ideologies and teaching practices for French and English. We zoom in on the past 150 years, a period in which the relative importance of English and French in international communication was gradually reversed and foreign language learning became a school subject, readily accessible to all pupils. We will supplement our historical overview by an exploratory investigation of current foreign MA foreign language teacher trainees’ experiences and attitudes. While a near-native accent is still seen as a sign of academic success for language students, this new generation of language professionals is very much aware of the fact that pupils who start learning languages in secondary school should first and foremost be sensitized to the target language pronunciation in a safe environment, with feasible and communicatively-relevant norms.
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Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.
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Thi Kim Tram, Tran, Tran Thi Khanh Phuoc та Tran Thi Bich Ngoc. "NHẬN THỨC CỦA SINH VIÊN VÀ THỰC TẾ SỬ DỤNG NGÔN NGỮ ĐÍCH TRONG DẠY/HỌC THỰC HÀNH TIẾNG PHÁP 4". TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 5, № 1 (2021): 95–105. https://doi.org/10.63506/jilc.0501.138.
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Teaching reality shows that French majored students, especially D1 students (with English input), have many difficulties in acquiring and interacting in the target language in Language Practice modules. To find out the causes, our research team has conducted a survey on learners’ awareness and actual use of French in teaching/ learning foreign language in general and in Language Practice 4 in particular. The results of the online questionnaire survey of 43 second year students of the academic year 2019-2020 and in-depth interviews with 6 lecturers teaching Language Practice show that most of them are aware of the positive impact of using the target language on the process of thinking, comprehending, practicing and verbal interaction. But in fact, frequency of using the target language is very limited and has many shortcomings. The study also proposes some recommendations to increase the use of the target language more rationally and effectively.
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Chibani, Ali, and Anne Guillot. "Teaching Mohammed Dib's literature: leads and motivations." Thélème. Revista Complutense de Estudios Franceses 35, no. 2 (2020): 191–95. http://dx.doi.org/10.5209/thel.69890.
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In order to encourage the public to discover the work of Mohammed Dib, we propose some teaching activities to be done in classes from kindergarten to high school. Although the current French curriculum is used as a frame of reference, the authors adapt their proposal so that all audiences can use it to practice linguistic skills and improve literary knowledge
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Zhao, Jingli. "Integrating Mental Health Education into French Teaching in University Based on Artificial Intelligence Technology." Journal of Environmental and Public Health 2022 (September 12, 2022): 1–9. http://dx.doi.org/10.1155/2022/1046813.
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In recent years, there has been a lot of news about college students committing suicide. In the university stage students, self-esteem is stronger and more sensitive, and the ability to withstand pressure is weak. At the same time, college students are in a key stage of mental health development. School education to a certain extent for the cultivation of students’ mental health has a crucial impact. In our country, it is undoubtedly the main way to infiltrate mental health education through subject knowledge teaching. French teaching is a good way to infiltrate mental health education. In the learning practice, the improvement of students’ mental health levels can strengthen their interest in French learning. Based on this, this paper, from the perspective of French teaching, carries out the infiltration of mental health education in French teaching classes in universities and promotes the cultivation of students’ learning abilities and the development of mental health. This paper mainly studies the feature extraction of mental health data, tries to use the optimized BP (backpropagation) neural network to infiltrate the mental health model of college students, and describes the differences in mental health among students. Finally, the results are applied to French teaching in universities, and a good teaching effect is achieved. Finally, the experimental results show that the infiltration strategy proposed in this study is feasible and effective.
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Gungor, Zuhre Yilmaz. "Attitudes of Prospective French Teachers Towards School Experience and Teaching Practice Courses." European Journal of Educational Sciences 8, no. 4 (2021): 65–91. http://dx.doi.org/10.19044/ejes.v8no4a65.
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Education is an important concept that prepares society for change and pushes development. The teacher, who is one of the basic elements of the education phenomenon, has important duties. Accordingly, the teacher has a very important place in the life of the students. The aim of this study is to determine the attitudes of the prospective French teachers towards School Experience and Teaching Practice courses and to reveal whether their attitudes differ according to the gender factor. The research has been conducted by means of a descriptive survey model and was carried out with the participation of 18 volunteer students (10 females, 8 males) studying at the department of French Language Teaching of the Faculty of Education at Anadolu University. The quantitative data of the study has been collected with a 5-point Likert-type scale consisting of 30 items. Moreover, in addition to the scale, the opinions of the students on the School experience and Teaching Practice courses have been collected by means of 5 open-ended questions drawn up by the researcher. The qualitative data acquired in this study has been reviewed through the document analysis method. According to the obtained data, it has been determined that the students had positive opinions about these courses. In addition, their attitudes towards ‘School Experience’ and ‘Teaching Practice’ courses have a very high average. This research shows that, these courses make significant contributions to the professional development of students. However, no significant difference was observed in terms of the gender factor based on the opinions of the participants with respect to the aforementioned courses.
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Maiier, Nataliia V., and Lesia V. Bondar. "CURRENT STATUS AND RESULTS OF PROFESSIONAL AND METHODOLOGICAL TRAINING OF PRE-SERVICE FRENCH TEACHERS AT UNIVERSITY LEVEL." Alfred Nobel University Journal of Philology 2, no. 26/1 (2023): 248–60. http://dx.doi.org/10.32342/2523-4463-2023-2-26/1-18.
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The article is devoted to the study of the current state and results of professional and methodological training of the pre-service French teachers. The pre-service French teachers get a higher education according to the educational program “Foreign languages and literatures, methods of teaching foreign languages and foreign literature (French and a second Western European language)” in the specialty 014 Secondary education, specialization 014.023 French language and literature for the first (bachelor) level of higher education. To achieve the goal of the research, qualitative and quantitative methods were used. The qualitative methods included an anonymous survey of students in order to find out their attitude to the organization of the educational process, to demonstrate how the students evaluate the acquired methodical knowledge and skills in the process of French teacher’s professional and methodical activity in general secondary education institutions, to show students’ attitude towards the organization of pedagogical practice in the French language in institutions of general secondary education, as well as the assessment by students of the level of acquired methodical skills for carrying out the professional and methodical activity of a French teacher and the assessment by the teacher according to established criteria. Cronbach’s alpha coefficient of reliability was used as a quantitative method to process the obtained results in order to determine the results of professional and methodological training and the professional and methodical competence formation of the pre-service French teachers. In the research, it was found that the professional and methodological training of the pre-service teachers of French as a foreign language lasts for four semesters. The professional and methodological training is carried out within the mandatory (curricular discipline “Methodology of teaching French in institutions of general secondary education” and practical training, which is implemented in two types of pedagogical practice) and optional disciplines. In order to expand the content of targeted training (in the period of 2021-2022 academic year), the preservice French teachers chose the following optional disciplines: “Testing in French language learning” and “Methodology for the formation of French-speaking linguistic and sociocultural competence”). Within the academic disciplines, the pre-service French teachers mastered methodical knowledge and skills of planning lessons by developing plans of the lessons’ parts and the whole French language lessons. They used various teaching aids, independently developed non-standardized tests for the formative assessment of the foreign language competence, and integrated linguistic and sociocultural competences. The preservice French teachers apply their knowledge and skills in the proposed conditions – training (during the educational pedagogical practice “Educational Studies (methodical aspect)”) and real (during the production pedagogical practice in an institution of general secondary education). In the process of professional and methodical training, current and summative types of assessment are applied. The criteria for control were established by the teacher. The results of the professional and methodological training of the pre-service French teachers during the educational process as well as the results of the exam and the results of their performance of tasks of various types of pedagogical practice were analyzed. The results were higher than 0.7 according to Cronbach’s alpha coefficient of reliability. This proves the sufficient level of formation of the professional and methodological competence of the pre-service French teachers under the specified educational program. On the basis of the conducted research, recommendations were formulated to increase the effectiveness of the professional and methodological training of the preservice French teachers: 1) widely use self-assessment and peer-assessment; 2) compare the students’ assessment with teachers; 3) analyze and interpret the obtained results; 4) systematically involve students in reflection, in particular methodical; 5) to involve the students in different types of pedagogical practice. It is promising to study the impact of the content and scope of professional and methodological training on the achievement of program learning outcomes within educational programs in the specialty 014 Secondary education for the training of the pre-service French teachers.
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Anisimov, V. E., E. D. Anisimova, and M. K. Ogorodov. "Small-Format Texts in the Practice of Teaching Translation and Interpretation for Professional Purposes." Linguistics & Polyglot Studies 10, no. 4 (2024): 71–88. https://doi.org/10.24833/2410-2423-2024-4-41-71-88.
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The article analyzes the possibilities of using small-format texts of various discourses in the practice of teaching translation and interpretation for professional purposes. The authors consider the possibilities of using small-format texts various types (texts of social and commercial advertising, posters, synopses, trailers and shorts of authentic films, cartoons, messages in social networks, texts of news briefs. etc.) as new types of authentic texts used for the purpose of teaching translation and interpretation to students of various specialties. The purpose of the article is to identify the features of using small-format texts in the practice of teaching French as a foreign language to students of various specialties. In the course of considering this issue, we paid the main attention to the selection criteria for small-format texts used for educational purposes, as well as the development of a set of exercises based on the use of small-format texts in translation training (using the French language as an example). The research methodology includes the methods of discourse analysis, content analysis and the method of continuous sampling for the selection of research materials (small-format texts), the linguocultural method for assessing the educational potential of the small-format texts under consideration, as well as the method of compiling exercises to develop a set of multidirectional exercises for teaching students translation techniques and methods in the professional sphere. We used the method of verification and validation of question-answer forms to develop a questionnaire, which is a consistent approbation and development of a questionnaire, to obtain adequate survey data to assess the quality of the small-format texts implementation in translation teaching practice. As a result of the study, the authors developed a set of methodological recommendations for the use and selection of small-format texts applicable for educational purposes, as well as a set of exercises using small-format texts of various discursive genesis, applied at different stages of the lesson. This study may be of interest to researchers and practicing teachers in the field of teaching foreign languages in general and the French language in particular, teaching translation and interpretation for special purposes, and university teachers from the point of view of using new types of authentic texts in the practice of teaching and training and translation practice.
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THAMMASALO, Olady. "Using Library activities to develop teaching-learning French at Faculty of Education at the Francophone Center, National University of Lao." Souphanouvong University Journal Multidisciplinary Research and Development 9, no. 1 (2024): 12–18. http://dx.doi.org/10.69692/sujmrd090112.
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This research report combines two objectives 1). to study additional activities outside the classroom to improve the learning of French in the first year of the French license at the Department of Foreign Languages, Faculty of Education National University of Lao, and 2). to study the satisfaction of the students with the activities. In addition, these activities are intended to allow students to usefully occupy their free time and to promote the practice of language skills and group work. The target group of the research is students from 1st to 3rd year, with a total of 40 people, 28 women. They have an intermediate level of French and they all need to participate in the activity. The research tool was a questionnaire based on the 5-level Likert rating scale. The statistics used to describe the search results are frequency, percentage, and average. The activities in which most students participate with interest are “talking with French people” and “searching for documents,” so the research group can say that both activities are very interesting (F = 97.5% and F = 100%). The research group can therefore say that both activities are very interesting (F = 97.5% and F = 100%). In addition, the research group found that the level of satisfaction is very high in terms of reading French books (58%), in terms of watching films French 67%, in terms of conversation with French speakers (52.5%), in terms of listening to French music 50%, in terms of computer learning (50%) and in terms of finding passages (50%). Furthermore, students develop and strengthen their knowledge of France. Students can also practice communication and have the courage to express themselves in French. Therefore, teachers must also teach French culture because it is very necessary that students know well. Thus, the research group can conclude that these activities outside the classroom contribute to stimulating students' desire to learn French. The various activities were achievement for the goal setting due to the activities management was increased students’ interest in learning French while teachers’ teaching.
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Holt, Benjamin. "Impact de la formation sur la visibilité des gestes lors de l’interaction exolingue par visioconférence: une exploration méthodologique." Faits de Langues 53, no. 2 (2024): 235–59. http://dx.doi.org/10.1163/19589514-53020010.
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Abstract This article focuses on gesture production during video-mediated L1/L2 interaction. We use a corpus made up of two types of video-mediated interactions in order to study gesture visibility from two points of view. The first group is made up of future French teachers in training who practice teaching their L1 to learners of French. The second group is made up of L1 English and L1 French learners who interact in order practice speaking their respective L2s. By comparing the webcam recording to that of an external camera, we analyze the gesture visibility of interlocutors between these two groups in order to test a method that has the potential to determine whether or not teacher training could have an effect on gesture production.
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Akpotoghogho, Awodeha, and Jimoh Junior Braimoh. "The Phonetic Challenges of Vowel Elision for Nigerian Students of French for Specific Purpose (FOS)." International Journal of Scientific Research and Management (IJSRM) 12, no. 07 (2024): 3488–93. http://dx.doi.org/10.18535/ijsrm/v12i07.el02.
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This article examines the specific phonetic challenges faced by Nigerian students in French vowel elision for specific purpose (FOS). The study analyzes the difficulties related to vowel elision, a phonetic process crucial for the acquisition of advanced linguistic skills in FOS. The research methodology includes classroom observations, student assessments, and interviews with students and teachers, providing in-depth analysis of error patterns and contributing factors. The results show that the main obstacles come from the interference of mother tongues (L1), insufficient phonetic training and a lack of awareness of the nuances of French phonology. The study proposes suitable teaching strategies, focusing on targeted phonics training and awareness activities, to improve the effectiveness of FOS teaching for Nigerian students. Implications for teaching practice and future research are discussed.
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Garric, Julien. "L’EXCLUSION PONCTUELLE DE COURS DANS L’ENSEIGNEMENT SECONDAIRE FRANÇAIS : LES EFFETS D’UNE PRATIQUE PUNITIVE BANALISÉE." Understanding Exclusion to Better Work Towards Inclusion? 54, no. 2 (2019): 245–64. http://dx.doi.org/10.7202/1065657ar.
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In French secondary education, classroom exclusion is a routine treatment of disciplinary problems which contributes to school dropout. This article looks at the teaching practice of excluding students from class and their charge through school life services in three priority education middle-schools. It is based on interviews with the stakeholders of these institutions and on classroom and school life observations. The results reveal that this practice contributes to the construction of deviant careers for students. In light of this process that encourages student drop out, inclusive educational practices are discussed, especially regarding initial teacher training.
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Magdaleno Hernandez, Adalberto, Nancy Vianey Cruz Cruz, Edgar Magdaleno-Hernández, Mario Cruz-Cruz, Mercedes A. Jiménez-Velázquez, and Luis Jesús-Lozano. "Recommended approaches for French grammar teaching to high school students in the State of Mexico." Revista Lengua y Cultura 4, no. 7 (2022): 89–96. http://dx.doi.org/10.29057/lc.v4i7.9644.
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Grammatical knowledge guarantees successful and pertinent communication in any language. A diagnosis was carried out on thirty high school students, in the State of Mexico, for three years. It consisted of two parts; the teaching practice and the learning obtained by the students, to identify what are the methodologies used in the teaching of French as a foreign language and grammar, what are the recommended approaches, how and when to use them, and what complementary strategies guarantee learning. It was found that, before the diagnosis, the students perceived the French classes with difficulty and without dynamism, and preferred to develop their communication, social, and reading skills, over others such as grammar. The approaches that are recommended for teaching French grammar in high school are Communicative and the Notional-Functional, at the same time using a diary or log book and the weekly and annual didactic planning of the classes. It is recommended to teach grammar gradually, using the context of the students, relying on the similarities of the second language with their native language, and without deep explanations in the first years, but more specifically in the subsequent ones. Carry out a diagnosis before the selection of work material, use a diary book, and do didactic planning of classes, in the teaching of French grammar, facilitate teaching performance and guarantee the effective learning of high school students.
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CHITKLA, Kantaphong. "Development of Competency-Based Instruction in the Challenging Era: A Case Study of French for Airline Ground Services." Pattimura Excellence Journal of Language and Culture 2, no. 2 (2022): 170–78. http://dx.doi.org/10.30598/pejlac.v2.i2.pp170-178.
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In this decade, the world faces to several challenges such as economic volatility and transformation of work styles and lifestyle changed at the moment. It is undeniable that the travel by plane is in high demand before and after Covid-19. The airport ground services need competent personnel. The teaching of French at the university does not neglect these situations. French Program of Khon Kaen University created the French for Airline Ground Service course in 2011. Nowadays, this course opens its doors to accommodate 80 percent of the 3rd year of French major. It is interesting to study the development of the course and analyze the teaching and learning methods. This research was based on the action-oriented approach to pedagogy and teaching on the basis of competence. The results show that this course offers learners French at the B1+ level of CEFR and the basic skills for the airport ground staff in relation to the Rome N2201 of the Pôle Emploi of French Republic. In terms of learning activities, learners follow the Interaction Mode of Instruction to acquire life and career skills. Moreover, the software applications on flight preparation: Flightradar24 and Windy are used in the learning activities. This brings the learners to practice digital language and technology. Nevertheless, this research lacks the satisfaction of the airline entrepreneurs
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Spynu, Larisa Mikhailovna. "Teaching the scientific style of speech in the practice of teaching a professionally oriented foreign language to students of the direction "International relations"." KANT 44, no. 3 (2022): 318–22. http://dx.doi.org/10.24923/2222-243x.2022-44.58.
Full textAbstract:
The purpose of this study is to reveal the features of the formation of professional competence in the classroom in a foreign (French) language in a modern university. The article focuses on the characteristics of the main methods and techniques of working with students in the direction of "International Relations" in the framework of their mastery of a professionally oriented block of a foreign language. Scientific novelty lies in identifying the most effective methods and forms of work with future specialists in the field of diplomacy in the process of teaching the scientific style of a foreign language. As a result, the authors give methodological recommendations on the formation of knowledge and skills in the field of professional foreign language competence of students studying in the direction of "International Relations" their ability to implement communication in French within the framework of the scientific style of speech.
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Herman, Herman. "ANALISIS KEBUTUHAN MATERI PEMBELAJARAN KARYA ILMIAH BERBAHASA PRANCIS." Diksi 27, no. 2 (2019): 122–29. http://dx.doi.org/10.21831/diksi.v27i2.29033.
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(Title: Needs Analysis of Learning Materials For French Academic Writing). This study aims to describe the needs of material for French academic writing courses. it shows 66.70% of respondents need to learn specific grammar to increase its effectiveness; 54.20% of respondents need special learning about essential terms for linguistic, literary or language teaching; 79.20% think that specialised terminology is needed to write research background. 54.20% thought that writing practice was very necessary, while 70.80% hoped there would be reading cativity for some scientific articles. 53.40% of respondents consider it necessary to master the logical connector of French. In addition, 50% of respondents think that a French scientific writing course is required and 25% want this to be mandatory. 62.50% expect this course to have at least 3 credits: 1 credit for writing theory and 2 credits for writing practice. Keywords: need Assessment, Frenchacademic writing
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Plakhotnuk, Nataliia. "A LESSON PLAN IN THEORY AND PRACTICE OF TRANSLATION (UKRAINIAN-FRENCH) FOR THE 3-RD- YEAR STUDENTS MAJORING IN INTERNATIONAL RELATIONS." АRS LINGUODIDACTICAE, no. 5 (2020): 62–66. http://dx.doi.org/10.17721/2663-0303.2020.5.07.
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The publication is a detailed lesson plan on the topic “The Ways of Translating Internationalisms from Ukrainian into French” within the discipline “Theory and Practice of Translation”. Meant for the third-year students majoring in International Relations, the course aims at developing translation skills through enhancing reading, listening, and writing skills in French. All the exercises and the tasks suggested in this lesson meet the basic principles of student-centered approach to teaching translation skills.
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Saefullah, Nurul Hikmayaty, Rosaria Mita Amalia, and Savitri Aditiany. "L’interférence des langues étrangères dans des méthodes d’enseignement de français : étude sociopragmatique." Digital Press Social Sciences and Humanities 3 (2019): 00035. http://dx.doi.org/10.29037/digitalpress.43308.
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<p class="MsoNormal" style="text-indent:0in"><span lang="FR">French is the strongest competitor of the English language. The existence
 of English is considered to be a threat to French language with the inclusion
 of a large English vocabulary in French. The threats come not only from
 English, but also from other foreign languages, including the languages of the
 countries of immigration living in France and the language of the neighboring
 countries. The interaction of French with these languages seems understandable
 and accepted in French politics itself. French teaching methods include today of
 many vocabularies in foreign languages, which should be free of any foreign
 influence. It shows that French began to open up, that learning the language
 should also learn about its culture and all things related. The case is now,
 not how to stop it, but how to control it and see it as a positive attempt in
 human interaction. It is the purpose of this study. Linguistically, it is
 interesting to study this problem using sociopragmatic theory, i.e. considering
 the practice of the use of foreign languages in the manual of French from the
 culture and pragmatism. Using data from French teaching methods, the analysis
 was conducted using a descriptive analytical method, with sociolinguistic and
 pragmatic as theoretical background. The expected outcome of this study is the <a name="_GoBack">discovery of the positives of the interference of foreign
 languages in the teaching of French methods and </a>it does not harm the
 reputation of French in the eyes of the international community.</span></p>
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Baklashova, Tatiana A., Kulzhanat N. Bulatbayeva, Juan Jose Mena Marcos, and Peter Plavcan. "Linking theory and practice in teacher training: pandemic lessons from three countries (Russia, Kazakhstan and Slovakia)." XLinguae 14, no. 4 (2021): 186–208. http://dx.doi.org/10.18355/xl.2021.14.04.13.
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The objective of this comparative study devoted to the theoretical and practical training of future teachers (as e.g. French as a foreign language) in the context of Covid-19 is conditioned by the challenge that the pandemic represents for social institutions, by the global trends of the evolution of teacher training, by national priorities in the implementation of professional training in Russia, Kazakhstan, Slovakia as well as by the institutional educational strategies of the universities of the above-mentioned countries (Federal University of Kazan, National University Eurasian named after LN Goumilev and Comenius University of Bratislava). In this article, we analyze the institutional contexts of the training of future French teachers under the conditions of Covid-19 and from the point of view of changes in content and procedural aspects as well as the evaluative component of their professional training. The research priority was to assess the influence of pandemic conditions on the quality of the training of future French teachers and on the degree of training of their teaching skills, as well as to identify and justify a certain number of principles of the future training of French teachers. The study is based on systemic and task-based approaches. Research data was provided by 20 teachers and 44 university students from Russia and Kazakhstan; and by 11 students from Comenius University in Bratislava. The authors performed a reflexive-systematic analysis of educational activity and a qualitative factor analysis of unstructured interviews. The research results indicate the potential of integrating the theoretical and practical training of a future teacher of French in a pandemic environment, respecting a number of principles: 1) modularity; 2) polymodality (multimedia); 3) continuity of the contents of disciplines and practices; 4) dialogue between educational actors; 5) combination of assessment tools from theoretical and practical disciplines. The transition from face-to-face to distance training as well as the presence of gaps in digital teaching constitute a particular challenge in the training of future French teachers. The results of the study can be used for the development of educational programs for the training of French teachers and the implementation of joint research in the field of comparative pedagogy.
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Adlerová, Linda, Paula Píšová, and Erzsébet Szabó. "Development of Grammar Competence via Work with the Literary Text in Teaching FFL." Revista Romaneasca pentru Educatie Multidimensionala 15, no. 4 (2023): 102–16. http://dx.doi.org/10.18662/rrem/15.4/783.
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In this paper we deal with the issue of teaching foreign language grammar using literature in secondary schools. The aim of this paper is to propose and provide teachers of French as a foreign language with effective and practical didactic recommendations for teaching the past tenses in French through authentic literary text. Working with a literary text has the potential to contribute to the learner's self-development, to the development of his/her reading and language skills, to the development of critical thinking and other important aspects of his/her personality. The literary text chosen is the Quebec short story "Le petit bonhomme de graisse", which meets the criteria for selecting a text for didactic purposes in terms of content and scope. From a linguodidactic point of view, it corresponds to the language level B1 according to the CEFR, at which the learners are confronted with the chosen grammatical phenomenon and the problem of its application in communicative practice. When developing proposals for didactic procedure for working with the selected text, we come out from Rafajlovičová's research of the assessment of grammatical competence from the year 2016, which shows that the application ability of foreign language learners is significantly lower in comparison with the mechanical formation of grammatical forms. The partial aim of this paper is to contribute to the development of grammatical competence and its application to learners' communicational practice. In proposing activities related to authentic literary text, we take into account Slovak learners in Slovak schools, but nevertheless these proposals are applicable in the educational system of other countries, where French is taught as a foreign language. The topic of past tenses in French is one of the most difficult phenomenon to learn and use in communication, as the Slovak language operates with a different grammatical system. The proposed activities serve for effective teaching and acquisition of past tenses in French, not only their formation, but also their application to common communicative situations.
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Mitchell, Rosamond, and Florence Myles. "Teaching and learning foreign languages." Babylonia Journal of Language Education 2 (September 21, 2024): 78–85. https://doi.org/10.55393/babylonia.v2i.376.
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A classroom corpus is a set of audio- or videorecordings of authentic L2 lessons, which have been transcribed and prepared for analysis. Such a corpus provides direct insight into how the L2 curriculum is delivered and experienced in the classroom in real time. In this contribution we first present some examples of past research using classroom corpora, emphasising the variety of perspectives which can motivate such research. We then describe the ‘Learning French’ corpus of lessons taught to young Anglophone beginners, and the insights concerning input, engagement and L2 learning deriving from different analyses of this corpus. In conclusion we discuss the potential contributions of classroom corpus research to our understanding of pedagogy and the improvement of practice.
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Bigych, Oksana B., та Diana A. Rusnak. "АВТЕНТИЧНІ МЕДІА-РЕСУРСИ ЯК ЗАСІБ ФОРМУВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ФРАНЦУЗЬКОЇ МОВИ МІЖКУЛЬТУРНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ". Information Technologies and Learning Tools 70, № 2 (2019): 165. http://dx.doi.org/10.33407/itlt.v70i2.2440.
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In the article it is identified the role of authentic media-resources for development of students – prospective French language teachers intercultural communicative competency at language practice lecture room studies. All components of intercultural communicative competency as the target for development at language high education institution are specified. Taking into account the authenticity as a powerful feature among the innovative tools of teaching foreign languages and cultures media-resources are highlighted. Among modern approaches for teaching foreign language the communicative approach, as well as for studying culture sociological, anthropological and semiotic approaches are chosen. In the context of the sociological approach any cultural event is seen as a social phenomenon and their common role in the society is studied. In the context of the anthropological approach culture questions are treated in terms of everyday life. The semiotic approach studies the culture as a sign language that can save and spread some information. As a result of scientific research types (printed, electronic, audio, visual, mixed audio-visual) and forms of authentic media-resources were identified. They are used during teaching the students foreign languages and cultures. Didactic potential of French advertisement, comic pictures (comics), movies (comedies, short films), soap operas, songs, printed and electronic media-video and multimedia reports as tools for development of students – prospective French language teachers intercultural communicative competency were researched. In the context of semiotic approach cultural signs of advertisements and comic pictures (comics) are analyzed. The feature films and video-clips are seen in the context of the anthropological approach. Articles of print media and video and multimedia reports are treated in the context of the anthropological and sociological approaches. The availability of authentic media-resources for lecturer in the Internet was emphasized. It allows its active use as modern tools for teaching students French language and culture at language practice lecture room studies.
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Choy, Sonia. "Study of Eugène Bozza’s Image pour Flut̂ e Seule, op. 38: Based on Marcel Moyse’s Peformance Teaching Method." Global Knowledge and Convergence Association 7, no. 1 (2024): 245–76. http://dx.doi.org/10.47636/gkca.2023.7.1.245.
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「Image for Flute Solo」(Image pour Flute Seule, op. 38) is an unaccompanied flute piece by Eugène Bozza (1905-1991), a representative composer of French wind chamber music works. ‘Image’ contains a variety of cadenzas that must express high- level technique, delicate tone control, and free phrasing. It is a piece which requires detailed practice and high-level techniques. The French National Conservatoire, which emphasized the tradition of French flute music since the 19th century, has published effective educational materials to improve various and advanced flute performance techniques. A representative figure who completed the system of flute performance techniques is Marcel Moyse (1889-1984). In this article, three of Moyse’s flute major performance techniques (fingering, tone, and phrasing) are focused on Moyse’s collections, such as ‘Exercises Journaliers’ and ‘Etude et exercises Technique.’ This article analyzes and investigates Bozza’s Image using Moyse’s efficient performance technique. Therefore, this paper aims to improve the understanding of Bozza’s ‘Image’ to perform the right aspects of flutists and educators by suggesting efficient practice methods.
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K G, Sugesh, and Calaivanane R. "A comparative study of the haptic technique: French language learning through movies for higher secondary education." International Journal of Innovative Research and Scientific Studies 6, no. 2 (2023): 460–68. http://dx.doi.org/10.53894/ijirss.v6i2.1512.
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Progress in education is now beyond traditional and orthodox teaching approaches. Utilization of technology in teaching seems to be a pipe dream. Each day passes with modern interpretations and innovations. Teaching resources and technological advancement result in the desired outputs. When textbooks fail to lure learners’ attention, integrating learning with enjoyable sources appears to be an appropriate method to achieve the most. This strategy has its pros and cons. Teaching through movies might be difficult but when done well, it has multiple benefits. Unlike books, movies allow learners to acquire knowledge visually. The movie Gandhi, for instance, permits learners to experience a replica of Mahatma Gandhi’s biography. Visual samples provide a greater understanding of the period and era besides the culture of the historic figure. Furthermore, unlike books, movies are not restrained in any way. As a result, this study investigates the analytical perception of the pedagogical use of movies in French lectures as the practice is not as advantageous to French students as it appears. Following the implementation of a movie module in two French classrooms, a questionnaire was administered to 35 participants of first and second year higher secondary education to obtain feedback for analyzing the effectiveness of language acquisition. According to the data, French learners have extremely positive attitudes towards the movie-based method and consider it engaging and beneficial for enhancing linguistic and social skills.
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Rehner, Katherine, Ivan Lasan, Anne Popovich, and Zehra Palta. "The Impact of CEFR-Related Professional Learning on Second-Language Teachers’ Classroom Practice: The Case of French in Canada." Canadian Journal of Applied Linguistics 24, no. 1 (2021): 26–53. http://dx.doi.org/10.37213/cjal.2021.28992.
Full textAbstract:
This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers’ classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning, teaching, and assessment/evaluation practices before versus after their professional learning. The results revealed that the impact of such professional learning is wide-reaching and remarkably consistent across all three areas of practice. The teachers reported that their professional learning spurred them to start presenting language through speech acts and based on students’ needs, to emphasize not only linguistic but sociolinguistic and pragmatic competence as well, and to focus more intently on students’ ability to communicate in the L2. The teachers also reported that they increased the use of authentic materials and developed communicative and action-oriented tasks that simulate real-life situations. The findings suggest that CEFR-related professional learning may be used successfully to inspire L2 teachers to implement CEFR-informed classroom practices.
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El Bakali, Naoufal. "French Language Teaching at the Heart of the Translation Course." Accueillir l’Autre dans sa langue. La traduction comme dispositif de médiation, no. 103 (September 17, 2021): 276–87. http://dx.doi.org/10.31861/pytlit2021.103.276.
Full textAbstract:
Language learning is the foundation of any translation business, especially for students admitted to translation courses. In our case, mastering the French language, in order to carry out a translation, requires a perfect knowledge of the linguistic workings, likely to come to the aid of students who are learning translation techniques. In the current state of affairs, learning to translate at the graduate level suggests a perfect mastery of languages, both at the start and at the end. We would like to develop our study from a didactic and linguistic point of view, calling on other interdisciplinary parameters, since the question of learning to translate is at the crossroads of several cogitos. Therefore, teaching the language, in this case French represents a step, sine qua non, for the students of the King Fahd Superior School of Translation of Tangier, knowing that in Morocco, the French language still occupies the place. of the first foreign language. As a result, our students are required to translate from and into the French language alongside Arabic and English. As such, we have chosen to approach the didactics of translation, first of all, by looking over the language teaching which embodies an essential place for the success of the act of translating. All the axes that we develop in this article have a degree of analysis that oscillates between theory and practice, since language and translation are two activities which have two sides of the same coin.
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Matić, Slađana, Dragana Vučković, Ivana Glišović-Jovanović, et al. "Pierre-Joseph Desault, 1744-1795." Timocki medicinski glasnik 46, no. 3 (2021): 141–44. http://dx.doi.org/10.5937/tmg2103141m.
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Pierre-Joseph Desault (1744-1795) was the first French professor of clinical surgery. The clinical school of surgery which he instituted at the hospital Hôtel-Dieu attracted great numbers of students from France and other countries. In 1791 he established a Journal de chirurgerie, a record of the most interesting clinical cases. He introduced many improvements to surgical practice and construction of surgical instruments. Desault published his work rarely, but his students later did, based upon his lectures. He was teaching surgery in an innovative way, in French, with a lot of demonstration and practice. Therefore, he is rightly considered a forerunner of modern medical teaching. Although primarily a surgeon, Desault practically signed the birth certificate of nephrology by clinical observation, and is considered, together with Chopart, a pioneer of urology. His influence on the development of medical science in France is great, but his ability to organize the hospital and his exceptional pedagogical activities are especially emphasized.
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Göksel, Eva. "Playing with possibilities." Scenario: A journal for performative teaching, learning, research XIII, no. 1 (2019): 1–20. http://dx.doi.org/10.33178/scenario.13.1.1.
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French as a Second Language (FSL) is not often a popular subject among Canadian elementary and high school students. Negative attitudes and low motivation for learning French contribute to attrition at the high school level. In this article, an alternative teaching approach is applied to the Canadian FSL context at the elementary school level in the province of British Columbia. This action research study conducted in 2010 investigated the outcomes of using a drama-based approach to instruct Core French to 12 year-old students at a Montessori elementary (public) school in British Columbia, Canada. Ten students worked with a teacher/researcher twice a week over a six-week period, using drama strategies and improvisational activities to practice and improve their French language and literacy skills. The use of drama strategies proved motivational for the students who participated with enthusiasm and expressed a desire to continue learning French through drama. The action research approach allowed the students a greater degree of autonomy as their feedback was used to develop lesson content. Engagement in their own learning contributed to improved student attitudes towards attending French class. Ways of further implementing this teaching approach in elementary classrooms needs to be the subject of future research.
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Bigun, Olga, and Nataliia Yatskiv. "AUTHENTIC MATERIALS IN FRENCH LANGUAGE LEARNING AS A PRACTICE OF INTERCULTURAL COMMUNICATION." Fìlologìčnì traktati 14, no. 1 (2022): 7–15. http://dx.doi.org/10.21272/ftrk.2022.14(1)-1.
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The theoretical aspects of the use of authentic materials in the study of foreign languages are mainly focused on the problem of forming the language and speech competence of the methodological provision of separate components of intercultural students' education. However, the context of intercultural communication actualises the question of the functional filling of authentic educational materials for the implementation of linguocultural and socio-cultural aspects in the study of a foreign language. The purpose of the article is to study the effectiveness of authentic educational materials in the formation of foreign communicative competence, which has a complex structure and acts as interaction and interpenetration of linguistic, sociocultural and communicative competences, the level of formation of which allows a student or a future specialist to effectively implement a foreign language, and, therefore, interlingual, intercultural and interpersonal communication. The study uses a wide range of theoretical methods, including discursive analysis, intercultural studies, pragmatic and sociolinguistics approaches, systematisation of scientific research that studies this issue, as well as a survey method, including observation, conversion analysis and a statistical method during the calculation of results. The effectiveness of authentic materials such as authentic textbooks, written and oral texts from the media, video and audio materials, and the advantages of the IT network in the teaching of the French language have been analysed. It has been found that authentic materials in the teaching of Frenchlanguage promote the implementation of intercultural communication
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Szymankiewicz, Krystyna. "MIĘDZY TEORIĄ A PRAKTYKĄ – PRZEJAWY TEORII OSOBISTYCH W REFLEKSJI PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PODCZAS PRAKTYK PEDAGOGICZNYCH." Neofilolog, no. 40/2 (October 16, 2019): 303–17. http://dx.doi.org/10.14746/n.2013.40.2.9.
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Teacher personal theories bridge a gap between theory and practice. Teacher training offers an opportunity for the trainee to become aware of their personal theories of practice and for these to be shaped . This article focuses on the role of reflection in the development of teacher personal theories of practice while training teachers of French as a foreign language. An interpretive analysis of messages posted on an Internet discussion forum for teacher trainees reveals how reflective students modify their personal theories on teaching by articulating theory and practice.
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Grabowska, Monika. "Les dictionnaires dans l’apprentissage du fle en pologne : état des lieux." Romanica Wratislaviensia 63 (October 11, 2016): 53–67. http://dx.doi.org/10.19195/0557-2665/63.5.
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USE OF DICTIONARIES IN TEACHING FRENCH AS A FOREIGN LANGUAGE IN POLAND: BASELINE STUDY The paper focuses on the use of the dictionaries in the context of French as a foreign language in Poland. We assume, according to the Common European Framework and some other theoretical studies, that a dictionary is not only a learning tool but also a text which implies strategies of use. Consequently we consider that the learners should be provided with full-fledged dictionary skills which would make them able to explore the totality of linguistic and cultural richness of a dictionary. Unfortunately, we can prove that the use of dictionaries particularly the monolingual ones is not frequently integrated as a didactic goal in the French handbooks. Eventually, the analysis of 133 students’ surveys highlights some of the shortcomings and deficiencies in their practice of monoligual dictionaries. Their linguistic biographies emphasize the need of teaching advantages and disadvantages of different kinds of dictionaries and the special features of their micro- and macrostructure.
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Riley, Margaret. "Focus on Practice: Teaching French in a School for Children with Moderate Learning Difficulties." British Journal of Special Education 24, no. 2 (1997): 66–70. http://dx.doi.org/10.1111/1467-8527.00017.
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Achieng, Stella Anne. ""Excuse my Misunderstanding": Using Intercultural Approach to teach English as a Foreign Language in France." International Journal on Social and Education Sciences 3, no. 4 (2021): 696–709. http://dx.doi.org/10.46328/ijonses.230.
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In France, the intercultural approach has been largely associated with teaching French as a Foreign language due to the multicultural and multilingual nature of the classes. There is very little research on the use of such an approach in teaching English as a Foreign language. This is due to the fact that the majority, if not all the students, share a similar culture and common linguistic codes. The intercultural experience, in that case, is encountered through the English program as presented by the teacher, who in most cases is also French. This paper examines the use of the intercultural approach in teaching English as a foreign language (EFL) to French learners (middle school /university students) by a foreign teacher and the consideration of social representations (stereotypes) as a strategy to develop classroom participation in verbal communication. It discusses theoretical understanding of the intercultural approach and how this approach could be used in practice by drawing examples from the teacher and the learners' experiences. Data was collected through participatory observations and questioning. The research findings will show that using social representations as a strategy in intercultural approach can be instrumental to the development of verbal communication.
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Chmiel-Bożek, Halina. "Tłumaczenie dydaktyczne w nauczaniu języka francuskiego na poziomie szkolnym – między teorią a praktyką pedagogiczną (na przykładzie nauczycieli języka francuskiego w województwie śląskim)." Acta Neophilologica 2, no. XXII (2020): 97–108. http://dx.doi.org/10.31648/an.5587.
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Despite the growing number of publications devoted to the potential of translation in modern teaching of foreign languages, in practice pedagogic translation is seen equivocally. This article is an attempt to confront the present-day discourse on pedagogic translation with school practice. Based on the results of a survey con-ducted in the first half of 2019 among teachers of French in the Silesian Voivodeship, the article presents teachers’ opinions on: 1) perceiving pedagogic translation on the basis of knowledge gained during studies and teaching trainings, 2) the purposes of using translations during foreign language classes, and 3) the factors which hinder the introduction of such exercises.
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Nobrega, Felipe Augusto, and Cibele Cecílio de Faria Rozenfeld. "Virtual Reality in the Teaching of FLE in a Brazilian Public School." Languages 4, no. 2 (2019): 36. http://dx.doi.org/10.3390/languages4020036.
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Considering the emergence of digital information and communication technologies in the contemporary educational context, this work aims to explore the possibilities offered by Virtual Reality (VR) headsets in the school environment, and also to verify how they can contribute to foreign language teaching and learning. The motivation of this work is a result of a pedagogical practice experience carried out by the researcher during French classes in a Brazilian foreign language teaching project in public schools. This pedagogical practice later became the subject of their master’s research, which is currently being conducted in the same educational context in two French language classes. The main objective consists of verifying to what extent VR can contribute to foreign language teaching/learning, focusing on the four linguistic competences and motivation. The methodology of this work has a qualitative nature with some quantitative results, and is characterized as Action Research, as the researcher participated in the activities. These activities consisted of using Google Cardboard, a VR headset, to present interactive 360° videos and tours of real places. The preliminary results show that activities with VR can promote a high level of motivation and engagement, also contributing to the development of the four linguistic competences.
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Tylets, Valery G., and Tatyana M. Krasnianskaya. "Personal Meanings of Safety in the Minds of Professional Francophones." RUDN Journal of Psychology and Pedagogics 19, no. 1 (2022): 71–85. http://dx.doi.org/10.22363/2313-1683-2022-19-1-71-85.
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Safety, which is currently recognized as the leading condition for the organization of the educational space, remains little studied in relation to language training. Meanwhile, its representation in the minds of subjects of learning a foreign language allows us to predict the vectors of efforts to improve their activities. The aim of the study was to identify personal meanings of safety in the minds of professional francophones. The respondents were teachers and graduate students of the French language. The methods used in the study included: directed statements, content analysis and scaled survey. The study revealed the following semantic groups of the category safety in the educational space of learning the French language: (1) the environmental parameter of the educational process; (2) the characteristics of the interaction of the subjects of the educational process (teacher and students); (3) the internal state of the subjects as a predictor of learning a foreign language; and (4) the expectation of French language proficiency. The situations of its binding by professional francophones to the educational space of learning the French language are established, namely: the organization of the educational space; the construction of methodological approaches to teaching the language; the implementation of educational interaction; and the French language acquisition. Based on the results of the study, the significance of the category of safety for professional francophones was confirmed in three aspects of the organization of the educational space for learning the French language, i.e., general methodological, general linguistic and private linguistic ones. In the process of teaching the French language, it seems appropriate to take into account the safety needs relevant to the modern educational space, to highlight in it the features that are significant in general for the practice of language training as a direction of pedagogical activity, as well as the nuances that are characteristic exclusively for teaching a particular language.
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Glencross, Michael. "Grammar and CALL: a review of current practice in some French language programs." ReCALL 5, no. 8 (1993): 21–26. http://dx.doi.org/10.1017/s0958344000005401.
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Two of the most frequently voiced criticisms of the competences of the average language student entering higher education are lack of accuracy in the use of the written language and lack of knowledge of linguistic terminology or metalanguage for describing and reflecting on the language being learnt. For some useful background to the controversial position of grammar in foreign language learning with particular reference to CALL see Metcalfe (1992). However, far from becoming a laudator temporis acti of the precommunicative era and advocating a return to ‘traditional’ methods of teaching language and grammar, I want in this survey to examine the opportunities afforded by the growing interest in CALL to try to remedy some of the perceived shortcomings in students' performance and knowledge. The software I want to review covers a wide range, from dedicated grammar programs through content-free and level-free authoring packages to other pieces of software which while not specifically intended for improving students grammatical accuracy, can be applied for such a purpose. In studying these representative examples of current practice I hope to establish what may be the advantages of computer based learning over traditional methods and media in grammar teaching and learning and to identify the criteria for good practice in this type of CALL ware. For a recent survey of the evolution of CALL software see Last (1992).
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Henderson, Alice, and Anna Jarosz. "Desperately Seeking a Communicative Approach: English Pronunciation in a Sample of French and Polish Secondary School Textbooks." Research in Language 12, no. 3 (2014): 261–78. http://dx.doi.org/10.2478/rela-2014-0015.
Full textAbstract:
This paper compares the treatment of English pronunciation in school textbooks from France and Poland, in order to see what resources teachers have at their disposal. It is limited to textbooks used at the secondary level of each education system. Recent research has shown that European teachers do not find teaching English pronunciation easy and that many are unsatisfied with their training in relation to teaching pronunciation (Bradford & Kenworthy 1991; Burgess and Spencer 2000; Henderson et al. 2012; Frost and Henderson, 2013; Iivonen, 2005). Textbooks are a widespread resource with the potential to alleviate a lack of extensive pedagogical training. The first part of this paper analyses pronunciation exercises in a representative sample of textbooks from each country. Pronunciation exercises were classified based on the degree to which they mobilize communicative abilities, according to the five categories of a Communicative Framework for teaching pronunciation (Celce-Murcia et al., 2010, p45): Description & analysis, Listening discrimination, Controlled practice, Guided practice, Communicative practice. The first category involves little risk-taking by the learner, usually focusses on form and allows little freedom. At the other end of the spectrum, communicative practice involves a focus on meaning and interaction, with the concomitant greater freedom to make mistakes. The exercises were then analysed to see which segmental and/or prosodic features they favoured and to what extent.
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Larbi, Sarah Ben. "Quality Teaching, Learning Language and Technology in Didactic Practice on the Time of Pandemic." Pattimura Excellence Journal of Language and Culture 1, no. 2 (2022): 48–59. http://dx.doi.org/10.30598/pejlac.v1.i2.pp48-59.
Full textAbstract:
It is in the dynamics of a world out of step, sometimes disoriented, strongly impacted by the Covid19 Coronavirus pandemic in particular, the 21 st century presents itself as a new world exposing a new geo-political map: the world is moving, changing vertiginously at an incredible speed ! Then, the prerogatives of education presupposed in traditional pedagogy have been called into question by new didactic prerogatives. And it is indeed in this pandemic context that researchers, linguists, and educational specialists are reflecting on the dizzying development of digital technology by innovating new approaches that are becoming the backbone of the educational challenge because learning is variable over time. In this international conference, as an invited speaker, we ask the main following question : to what extent does our study fit in with current pedagogical and technological innovation ? So we define the concept of quality in the context of educational sciences and its relationship between language learning (French /English) and technology. Computer sciences (the tool of ICT, distance learning) are an asset to Faerber (2002) Model of “pedagogical tetrahedron’. This is why quality assessment procedures for language learning (acquisition, cognitive training and distance learning) are essential. However, Our study is structured in three ways : firstly, it defines three concepts : the quality of teaching, language learning (French/English) and distance learning, secondly, the author examines two groups of students at two different levels, belonging to the alternative class and having taken distance education courses. Finally, the author arrives at the results by evaluating distance learning thanks to information technology, which brings a new way of thinking.