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Dissertations / Theses on the topic 'Teaching French as a Foreign Language'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 April 2024

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1

Duffy, Sylvia. "Intercultural competencies of upper secondary learners of French." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/4170/.

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This thesis seeks to investigate the question of whether learners of French in the upper secondary sector acquire intercultural competencies which are commensurate with their linguistic competencies, during their two-year preparation for the examinations at 'Advanced' level which allow admission to university. The study has been undertaken in relation to existing literature in the disciplines of foreign language pedagogy, intercultural communication and motivation for foreign language learning. It examines the concept of culture within the teaching of upper secondary French, and recent develop
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2

Grondin, Nathalie D. "Functional projections in child second language acquisition of French." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61279.

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Recently, there has been growing interest in the status of functional projections (i.e. the determiner phrase (DP), the inflectional phrase (IP), and the complementizer phrase (CP)) in first language (L1) development.<br>The purpose of this study of child second language (L2) acquisition was to determine the status of functional projections in the first months of L2 development. Data from two child subjects (with English as their L1) acquiring French as an L2 were examined for evidence of DP, IP and CP. The results show that all functional projections are present in the grammar from the earlie
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3

Soubeyran, Mathilde. "The European Dimension in foreign language teaching in France : Foreign languages in elementary school and European programmes." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393419.

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4

Franklin, Carole E. M. "The use of the target language in the French language classroom : co-operative teaching as an aid to implementation." Thesis, University of Edinburgh, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277030.

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Findings of empirical studies into the importance of input in foreign language learning suggest that, to provide sufficient communicative foreign language input in the context of school language classrooms, learners must be taught through the medium of the target language. Research shows that teachers who share a mother tongue with their learners often find it difficult to avoid breaking into the mother tongue to deal with classroom management but, when they do so, they not only restrict the amount of meaningful input to which the learners are exposed, but also risk slowing down the acquisitio
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5

Nzwanga, Mazemba Anatole. "A study of French-English codeswitching in a foreign language college teaching environment." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248378598.

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6

Johnson, Brianna. "Motivation and Attitudes Toward Learning French in the University's Foreign Language Classroom." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/867.

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In second language research and pedagogy, motivation has been labeled as a key factor for success (Clément, 1980; Dörnyei, 1998; Tremblay & Gardner, 1995; Deci & Ryan, 1985); namely, language learners with high levels of motivation will be more successful than those who exhibit more negative attitudes towards learning the TL. Through classroom observations, student survey responses and personal interviews conducted in a beginner-level university French class, this study attempted to determine broad motivational patterns using Gardner's (1982) binary integrative and instrumental model, and then
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7

Guillot, Marie-Noelle. "The concept of fluency : its nature and applications in French oral classes at university level." Thesis, University of East Anglia, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329745.

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8

Burger, Marali. "L'élaboration d'un curriculum de français pour les chefs de mission sud-africains." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23753.

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This study aims to develop a French curriculum that is responsive to the specific needs of South African Heads of Mission. Firstly, the context highlights the role of Heads of Mission in the implementation of South Africa's foreign policy against the backdrop of the history of diplomacy and South Africa's international relations under the auspices of the Department of International Relations and Cooperation (DIRCO). Taking into account South Africa's representation in a total of 31 French-speaking countries, the importance of having knowledge of the French language is highlighted. The subseque
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9

Ngaliema, Pierre. "Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT)." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/13930.

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The aim of our study is to expose the obstacles that impede oral expression in the French as a foreign language classroom in the context of the courses taught at the University of Cape Town (UCT). To achieve this aim, we questioned the first year students of French who constituted the main thrust of our research. After carrying out some investigations, we realised that there are four main obstacles hindering oral expression at UCT: pedagogical obstacles, linguistic, psychological and sociocultural ones. From these results, we tried to make suggestions and to formulate recommendations. In the f
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10

Léger-Broschart, Isabelle. "Expression orale d'un public d'adultes de niveaux B1, B2 et C1 à l'Alliance Française de Johannesburg : blocages et remédiations par le biais de l'élaboration et de la mise en oeuvre de fiches pédagogiques." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23752.

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This research and development dissertation researches the oral expression of adults of levels B1, B2 and C1 attending conversation classes at the French Alliance of Johannesburg; it aims to identify obstacles in oral expression and to propose remediation tools. The students were questioned on their expectations, needs and difficulties, and teachers on their needs and course techniques, through questionnaires. Pedagogical worksheets were developed for the teachers, and were implemented in the researcher's own conversation classes, after which learners' satisfaction was evaluated. The pedagogica
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11

Mokhele, Itumeleng. "Promotion de l enseignement et de l apprentissage du français langue étrangère dans les écoles secondaires au Lesotho." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20689.

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En 2010, le gouvernement lesothan a démarré le projet pilote sur l'introduction du français dans les onze établissements secondaires. Notamment, cette étude vise à promouvoir l'enseignement et l'apprentissage de français dans les écoles secondaires au Lesotho. Elle cherche également à trouver les raisons pour lesquelles le gouvernement lesothan a choisi le français parmi d'autre langue du monde. De plus, cette recherche consiste en une évaluation du projet pilote sur l'introduction du français dans le curriculum des écoles secondaires du pays. Est-ce que l'introduction de la langue française d
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12

Muzodi, Kenda Henry. "Quel français pour les étudiants de la faculté de droit de l'Université du Cap?" Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23020.

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Over the years, the University of Cape Town (UCT) has been and is still offering French language, through its French Section. Those enrolling in the named French language programme are undergraduate students of different faculties of the University of Cape Town including the faculty of law. The variety of French that these students acquire is the variety known as general French. This study analyses the law students' needs in French language. A questionnaire and interviews were used to collect data about students' needs, objectives and expectations. The conclusion can be drawn that the Universi
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13

Mbariro, Mavis. "L'enseignement/apprentissage du frangais au Zimbabwe : vers la professionalization d'un metier pour la revalorisation du francais dans le pays." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20605.

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Our study aims to review the state of the teaching/learning of FLE in Zimbabwe and draw up the profile the FLE teacher to lead to the creation of an association for French studies in the interest not only 'professionalising' the craft of the FLE teacher in Zimbabwe but also to ensure the sustainability of the offer of French language instruction in all schools in the country. The association would serve as a platform for exchange and professional development for current and future teachers of FLE. It would work to build professional, educational, language and cultural skills for teachers or re
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14

Botha, Mia-Louise. "L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20637.

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The aim of our study is to expose in the first place the possibility to develop oral skills using a cellphone in teaching French as a foreign language, and then discovering whether a specific audience, the new generation, prefer working on computers or cell phones when it comes to their oral skills. To achieve this objective, we created a series of activites using a cellphone application and a specific computer program. These activities were presented to the students of the North-West University (NWU) on the Potchefstroom campus. We administered questionnaires both before and after the activit
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15

Manjarrez, Mahonri. "Effects of Culture Awareness Lessons on Attitudes of University Students of French." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6019.

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In response to the dearth of research on culture awareness instruction prior to foreign language instruction, the objective of this study was to explore the effects of culture awareness lessons on learner attitudes and beliefs in second-semester university students of French. As a treatment, the experimental group received lessons on culture awareness prior to traditional French classroom instruction; the control group did not. Culture awareness lessons addressed terms such as perspective, culture, interpretation, and stereotypes. Lessons also included worksheets consisting of open-ended quest
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16

Davies, Susan. "English language skills of minority language children in a French Immersion program." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.

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The purpose of this study was to determine the English language skills of minority language children (experimental group) in a early total French Immersion program by comparing them with those of English-speaking children in French Immersion (English control group), and with those of minority language children in a regular English program (minority control group). Ten grade one children comprised each of the three groups of children. Listening comprehension of English was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test and the Token Test for
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17

Askildson, Virginie. "What do Teachers and Students Want from a Foreign Language Textbook?" Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196025.

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Textbooks are essential to Foreign Language (FL) curricula. They contribute to the homogenization of instruction between multiple-language courses; they provide learners with an advance organizer; they help train novice teachers, and they supply both novice and experienced instructors with a variety of resources (Allen, in press). In a context where the textbook appears to be the pillar of FL instruction, we find numerous studies about teachers' beliefs concerning FL textbooks (Ariew, 1982; Apple, 1986; Menke, 1994; Graden, 1996; Richards & Mahoney, 1996; Masuhara, 1998; Bancheri, 2006); howev
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18

Everson, Vanessa Marguerite. "And ever shall be? A model for teaching French as a foreign language in South African tertiary institutions." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8227.

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Includes abstract.<br>Includes bibliographical references (p 335-371).<br>The assumption underpinning the thesis is that the current teaching of French at South African universities caters imperfectly for learner needs and fails to reflect pedagogical practice and learning theories appropriate to the twenty-first century. Firstly, so as to contextualise that teaching, the Western European legacy of secondand foreign-language teaching is examined briefly from earliest times to the latter part of the twentieth century. Particular attention is given to changes in practice and learning theories ov
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19

Bouffard, Laura Annie. "Maturing metalinguistically : negotiation of form and the refinement of repair." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82686.

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Research has shown that children attending immersion programs reach a native-like level in comprehension and in reading by the end of elementary level. However, in writing and speaking, they rarely achieve target-like proficiency. Some conditions seem to favor the production of output. This study presents an investigation of children's ability to notice errors in their French second language in immersion program in Montreal. The study was conducted with forty-three (43) children aged 8-9, and aimed to gather information related to the following research questions:<br>Can we train 8 year
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20

Marsolais-Johnson, Suzanne Florence. "Enhancing foreign language learning through the integration of computer technology." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2672.

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This thesis demonstrates the effectiveness of using computer technology and the Internet to enhance classroom teaching. A variety of computer and internet based projects that complement lessons initiated by the classroom teacher provide real life situations for additional practice, reinforcement, motivation and greater student achievement.
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21

Amireault, Valérie. "Représentations culturelles et identité d'immigrants adultes de Montréal apprenant le français." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102782.

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Montreal's cosmopolitan environment becomes richer and is modified as the years go by with the increased mobility and the arrival of new immigrants. In this context, it seems essential to know the development of the immigrants' cultural representations related to their own cultural identity, and related to the French language and people who speak this language. For the French teaching milieu, such knowledge is essential to inspire the development of curriculum to fulfil the new arrivals' linguistic and cultural needs and to better intervene in the classroom. Second language education can there
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22

Sundberg, Ann-Kari. "Le poids de la tradition : La gestion professorale de l'altérité linguistique et culturelle en classe de FLE." Doctoral thesis, Växjö universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5108.

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The overall aim of the present study is to investigate how teachers deal with linguistic and cultural otherness in the French foreign language classroom at upper secondary school level in Sweden. The foreign language classroom is seen as a cultural meeting place where images of otherness are natural elements. In this respect, otherness should be regarded as one cultural aspect among others implying human as well as language phenomena. Analyzing the way in which the teachers in the study mediate this otherness to their students is expected to contribute to the pedagogical debate on intercultura
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23

Murray, Garold Linwood. "Bodies in cyberspace : language learning in a simulated environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27209.pdf.

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24

Dassier, Jean-Louis P. "Creating simulations of the target code: How university teaching associates create contexts for communication in elementary French as a foreign language /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487946103565624.

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25

Kidder, Kelly L. "Uniting Oral Proficiency and Content: Collaborative Reasoning Discussions as a means to develop advanced speaking skills in French and promote response to literature." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211384111.

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26

Michelson, Kristen E., and Kristen E. Michelson. "Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse: A Multiliteracies-Based Global Simulation in Intermediate French." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560942.

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Contemporary notions of literacy understand communication as a culturally, historically, and socially situated practice of using and interpreting a variety of linguistic and semiotic resources as they combine within oral and written textual genres to fulfill particular social goals within a given cultural context (Gee, 1998, 2012; Cope & Kalantzis, 2000; Kern, 2000; Kramsch, 1993, 1995; New London Group, 1996). These more recent views of literacy have important implications for foreign language (FL) teaching, and call for pedagogies which promote language learning as a socially and culturally
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Murphy, Elizabeth. "Strangers in a strange land, teachers' beliefs about teaching and learning French as a second or foreign language in online learning environments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ54025.pdf.

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Fazio, Lucy 1947. "The role of an experimental component in the analytic classrooms of minority-language students /." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36011.

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This study, undertaken in the classrooms of minority-language students in French-language schools in Montreal, aims to test Stern's (1990, 1992) proposal for integrating analytic and experiential teaching strategies in second language pedagogy. A related objective seeks to establish the pedagogical orientation of instructional practices during French language arts as being more analytically---or more experientially---focused and to describe the setting from the perspective of these culturally and linguistically diverse students for whom French is a second language. Research procedures entailed
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Luk, Yuen-chau, and 陸婉秋. "The role of phonological awareness in second language reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36890613.

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30

Delsemme, Martine. "Évolution des représentations professionnelles de deux étudiantes-stagiaires durant la dernière année de leur stage de formation pratique en français langue seconde, au secondaire." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84991.

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The objectives of this qualitative multiple case study are as follows: (a) identify the professional beliefs or representations of two student teachers before, during and after their last practicum in FSL (French as a second language) or in French immersion at a High School; and (b) study the evolution of these beliefs or representations during the student teaching period.<br>The investigation was conducted by means of semi-structured interviews: of two student teachers; of two associate teachers; of one university supervisor; and of the student teaching coordinator. Other data, taken fr
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Amireault, Valerie. "Etude comparative des representations culturelles des etudiants de niveaux debutant, intermediaire et avance des colleges anglophones publics de Montreal envers la langue francaise et les Quebecois dont la langue d'usage est le francais." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29492.

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This work presents the results of a study on the development of cultural representations held by students from four public English-speaking colleges (cegeps) in the Montreal area towards the French language and Quebecers whose language of use is French. Our survey instrument aimed at knowing these cultural representations and at identifying different factors likely to influence the development of these representations according to the French level in which students are registered, either beginner or intermediate and advanced.<br>Our hypothesis is that students registered in the intermediate an
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Czaplinski, Iwona. "Affordances of ICTs: an environmental study of a French language unit offered at university level." Thesis, The University of Queensland, 2012. http://espace.library.uq.edu.au/view/UQ:289156.

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This project investigates the integration of Information Communication Technologies (ICTs) into educational settings by closely looking at the uptake of the perceived affordances offered by ICTs by students enrolled in a French language course at Queensland University of Technology. This cross-disciplinary research uses the theoretical concepts of: Ecological Psychology (Gibson, 1979; Good, 2007; Reed, 1996); Ecological Linguistics (Greeno, 1994; Leather & van Dam, 2003; van Lier 2000, 2003, 2004a, 2004b); Design (Norman, 1988, 1999); Software Design/ Human-Computer Interaction (Hartson, 2003;
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Capliez, Marc. "Acquisition and learning of English phonology by French speakers : on the roles of segments and suprasegments." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30011/document.

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De plus en plus de chercheurs s'accordent à dire que la prosodie a un rôle crucial dans la communication, la compréhensibilité du discours et la détection d'un accent étranger. L'apprentissage et l'enseignement de l'anglais langue étrangère bénéficieraient ainsi à mettre au premier plan les traits suprasegmentaux, ou prosodiques (accent, rythme et intonation), plutôt que les traits segmentaux (consonnes et voyelles) comme le font beaucoup d'enseignants, d'autant que les erreurs prosodiques ont souvent un effet plus néfaste que les erreurs segmentales. Cette thèse de doctorat part de l'hypothès
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Bernstein, Leon. "The development and application of a pedagogic grammar for the teaching of French as a foreign language and its role in the reduction of learner error." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020360/.

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Santoro, Elisabetta. "Da indissociabilidade entre o ensino de língua e de literatura: uma proposta para o ensino do italiano como língua estrangeira em cursos de Letras." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-26022008-141241/.

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Muito se escreveu sobre a integração entre ensino de língua e ensino de literatura e entre estudos lingüísticos e estudos literários. Entretanto, observa-se que a separação entre língua e literatura persiste, embora a literatura não seja pensável fora dos quadros da língua e a língua desenvolva suas máximas potencialidades na literatura. Muitos métodos de ensino de língua estrangeira recomendam que se comece a aquisição/aprendizagem de uma língua estrangeira com textos que utilizam a linguagem em função utilitária e que, mais tarde, se introduzam textos que se valem da função poética. Ao contr
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Vitullo, Maria Elisabeth. "O papel da gramática no ensino e na aprendizagem de francês - língua estrangeira: importância, função e delimitação." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-29082012-093335/.

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Este trabalho discute o espaço destinado à gramática e sua complexidade no processo de ensino e aprendizagem do francês como língua estrangeira, em meio institucional. Para tanto, a pesquisa contempla desde um estudo retrospectivo do aprendizado de línguas estrangeiras desencadeado pela simples necessidade das trocas sociais, até a sistematização e surgimento de métodos de ensino, observando sempre a relevância da gramática no pensamento linguístico e pedagógico. Na sequência, apresenta uma revisão de metodologias modernas de francês para estrangeiros, com destaque na abordagem e no tratamento
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Apukhtina, Maria. "L'influence des didacticiens russes sur la formation des professeurs de français et sur l'enseignement du français en russie." Thesis, Université Côte d'Azur (ComUE), 2019. http://www.theses.fr/2019AZUR2016/document.

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La thèse aborde la question de la spécificité de la didactique des langues, et plus précisément du français, en Russie. Les différences linguistiques importantes entre le russe et le français, une des langues étrangères les plus populaires en Russie, ont amené les didacticiens russes à proposer des pistes méthodologiques plus ou moins différentes de celles communément en cours en occident. La première partie propose une étude diachronique des divers courants méthodologiques qui ont jalonné l’histoire de l’enseignement des langues étrangères en Russie. La deuxième partie étudie en quoi ces cour
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Melão, Priscila Aguiar. "O gênero textual anúncio publicitário no ensino do FLE: o desenvolvimento da capacidade discursiva \'argumentar\' por meio de recursos verbais e visuais." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-08102014-165506/.

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Esta dissertação, que se insere na linha Estudos linguísticos e didáticos, tem por objetivo estudar o ensino-aprendizagem de língua estrangeira através da elaboração de uma sequência didática e da produção de textos pertencentes ao gênero textual anúncio publicitário por alunos de FLE. Para tanto, visamos a apresentar a análise desse gênero textual e suas contribuições para as práticas de ensino de língua estrangeira e, sobretudo, buscamos colaborar para as reflexões sobre o desenvolvimento das capacidades de linguagem dos alunos na aprendizagem de FLE através de gêneros textuais. Porém, prete
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Stoltz, Joakim. "L'alternance codique dans l'enseignement du FLE : Étude quantitative et qualitative de la production orale d'interlocuteurs suédophones en classe de lycée." Doctoral thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11480.

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The aim of the present study is, firstly, to investigate the amount of Swedish and French that is produced by teachers and students in the foreign language classroom and, secondly, to examine in which situations the interlocutors code-switch and for what purposes the two languages are used. The study is based on empirical data consisting of audio recordings of interactions taking place in two different classrooms in Sweden. The study is carried out within an interactionist perspective on language teaching and learning, stressing that learning is situated in learners’ social and interactional p
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Mihart, Mirella. "L’utilisation des pratiques théâtrales dans l'enseignement du FLE en Suède. Une étude qualitative. : A Qualitative Study of the Usage of Creative Drama Activities when teaching French as a Foreign Language in Sweden." Thesis, Högskolan Dalarna, Franska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23976.

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La présente étude a pour but d’examiner comment un groupe d’enseignants suédois travaille en pratique avec les activités dramatiques en classe de FLE. De plus, l’étude a l’objectif d’analyser les attitudes de ces enseignants concernant l’emploi de cette méthode de travail et les facteurs qui influencent leur choix d’activités pour développer la communication orale en classe de FLE. Après une analyse de notre corpus, qui comprend des interviews avec quatre enseignantes et douze réponses à une enquête, nous avons tiré la conclusion que les enseignants ont en général une attitude positive au suje
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Croze, Emmanuelle. "Eléments de lecture pour une mise en perspective de l’échec d’un dispositif d’enseignement-apprentissage de français en ligne et à distance dans une université ouverte d’Afrique de l’est." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAL007/document.

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La disparition d'un dispositif de français en ligne et à distance ne peut qu'interroger quand elle a lieu dans le contexte d’une université ouverte. C’est de cette interrogation que part la présente thèse située en sciences de l’éducation et en didactique des langues et ancrée dans le domaine des cultures d’apprentissage, de l’autoformation et du FLE, et dont l’objectif initial était de réaliser l’analyse du déclin du dispositif pour essayer d'en comprendre les raisons. Le dispositif ayant été coordonné, conçu et réalisé par des personnes d’origines européenne et africaine, prévu pour un publi
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Betalmal, Atedal. "Appropriation du français par des étudiants libyens arabophones." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10199.

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Notre communication vise à mettre en lumière les erreurs des apprenants universitaires libyens de français à l’écrit. A cette fin nous nous proposons d’analyser les erreurs relevées de leurs productions écrites. Nous avons conçu notre méthode de collecte des données dans la perspective d’étudier d’abord les erreurs produites par les apprenants libyens -ce qui devrait permettre de mettre en lumière leurs points faibles- et de tenter ensuite de proposer des remédiations. Notre corpus est constitué de 127 textes écrits par des étudiants libyens qui traitent trois sujets différents. Notre contribu
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Jover-Faleiros, Rita. "A experiência da leitura literária em um curso de francês instrumental." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-10082007-160046/.

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Costuma-se identificar o ensino do Francês Instrumental (FI), prática que se inscreve entre as modalidades do ensino do Francês Língua Estrangeira (FLE), com o ensino da leitura de textos em francês e trata-se, em geral, da leitura de textos informativos. Neste trabalho, contudo, propomos, também, a leitura de textos literários neste contexto de ensino/aprendizagem. Para tal, fazemos, primeiramente, um histórico do FI. Em seguida, discutimos os processos cognitivos da leitura, da leitura em língua estrangeira e a especificidade da leitura literária em língua estrangeira. Enfim, a partir da met
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Martins, Emili Barcellos. "Uma experiência de ensino de francês língua estrangeira no contexto do profissional de secretariado: francês com objetivos específicos?" Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-02052011-163432/.

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Esta dissertação tem como objetivos descrever, analisar e discutir uma experiência de ensino/aprendizagem de francês voltada para profissionais de secretariado, indagando se um curso de Francês com Objetivos Específicos propriamente dito seria viável a aprendizes com pouco ou nenhum conhecimento do idioma já inseridos no mercado de trabalho ou se seria necessário iniciar a formação por um curso geral de Francês Língua Estrangeira. O curso experimental foi ministrado na sede do Sindicato das Secretárias do Estado de São Paulo de março a novembro de 2009 e contou com a participação de trezes sec
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Tan, Jia. "L'acquisition de la spatialité en français chez les étudiants chinois : étude longitudinale." Thesis, Paris 10, 2011. http://www.theses.fr/2011PA100177/document.

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Cette thèse, qui s’inscrit dans le domaine de l’acquisition des langues étrangères, a pour objectif de comprendre comment les étudiants chinois, au cours de l’acquisition du français, expriment la référence spatiale (la localisation et le déplacement dans l’espace) lorsqu’ils s’acquittent d’une tâche verbale complexe. Nous avons effectué une étude longitudinale de trois ans, en recueillant des productions orales narratives à trois reprises, auprès de 22 apprenants de la même classe, avec des supports en images : Le Chat et Le Cheval respectivement aux deux premiers cycles, et Frog, where are y
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Salhi, Sonia. "Mythes et légendes dans la didactique du Français langue étrangère." Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20052/document.

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La présente recherche s’inscrit dans le cadre de la didactique des mythes en classe de Français Langue Etrangère. Elle s’interroge sur les différents problèmes rencontrés au niveau de l’exploitation des mythes en classe de FLE en Tunisie et s’articule autour de trois grands axes de recherche. Le premier axe est consacré au cadre théorique se rapportant aux catégories mythiques et leurs enjeux alors que le deuxième consiste à attirer l’attention sur le statut privilégié des mythes dans les programmes officiels tunisiens. Il rend compte de leur exploitation dans les pratiques de classe à travers
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Rubio, Rostom Clémentine. "Une langue en mission : histoire des politiques linguistiques et didactiques françaises en Palestine." Thesis, Tours, 2018. http://www.theses.fr/2018TOUR2008/document.

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Réalisée à partir d’archives diplomatiques, cette thèse propose une lecture de l’histoire de l’enseignement du français en Palestine depuis le point de vue diplomatique. Elle propose d’étudier les objectifs politiques et symboliques qui ont guidé l’évolution de ce réseau d’enseignement du français. A la croisée de questionnements communs à la didactique du français langue étrangère et à la sociolinguistique, il s’agit de s’intéresser aux conceptions de la langue et de l’altérité sous-jacentes à la politique de diffusion du français. La thèse s’attache également à caractériser les politiques de
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Silva, Sergio Luiz Baptista da. "Masculinidades e feminilidades dentro dos manuais do FLE (Francês língua estrangeira): das visões sexistas às relações de gênero." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-25112009-110827/.

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Esta pesquisa teve por objetivo verificar como as masculinidades e feminilidades são mostradas, cronologicamente, nos manuais do FLE (Francês Língua Estrangeira), analisando sobretudo as visões sexistas da diferença dos sexos e as relações de gênero. Segundo Scott (1999), a visão sexista dominou durante séculos as análises que se propunham refletir sobre a problemática das diferenças sexuais. Na verdade, tratava-se de uma visão estática do que representava ser homem ou ser mulher nas sociedades ocidentais. Somente a partir da revolução sexual proposta pelo Movimento feminista anglo-americano d
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Mohammed, Abdallah Ishag Babiker. "L'utilisation des TIC dans l'apprentisage du FLE au Soudan : étude de cas à l'université de Nyala au Darfour." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCC005.

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L'objectif de cette recherche consiste à postuler les effets de l'intégration des TIC dans l 'apprentissage du FLE au Soudan, à partir d'une étude de cas des étudiants de FLE de l'Université de Nyala (état du Sud Darfour). L'hypothèse principale porte sur l'usage des TIC en classe de FLE soudanaise comme facteur de maîtrise de la langue française et d'initiation à la culture française par une modification du rapport aux savoirs. La méthodologie croisée comprend 1) une enquête qualitative préliminaire auprès d'enseignants sur leurs usages des TIC ; 2) un questionnaire (N = 220 ; population exha
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Pedro, Feliciano José. "L’approche interculturelle dans l’enseignement-apprentissage des langues étrangères : analyse des pratiques d’enseignement du français langue étrangère au Mozambique." Thesis, Université de Lorraine, 2018. http://www.theses.fr/2018LORR0172/document.

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L’approche interculturelle, devenue transversale et interdisciplinaire, a été adoptée puis érigée en composante essentielle, incontournable et incontestable en didactique de langues étrangères depuis les années 1970. Cependant, une analyse critique de la bibliographie dédiée et des différents usages, tous domaines confondus, fait ressortir des malentendus et des positionnements épistémologiques et méthodologiques diversifiés, voire même contradictoires, amenant ainsi certains auteurs à dresser des critiques et à proposer des pistes de réorientation. Par ailleurs, nous avons constaté que dans l
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