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Journal articles on the topic 'Teaching French as a Foreign Language'
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1
Kurbanova-Ilyutko, K. I. "French Press in Teaching French as a Foreign Language." Nauchnyy dialog, no. 12 (2018): 440–51. http://dx.doi.org/10.24224/2227-1295-2018-12-440-451.
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Ismail, Saidah, Omrah Hassan, Nor Azhar Mohd Taib, and Noor Hanim Rahmat. "Surviving Online Foreign Language Learning: The Case for French Language." International Journal of Asian Social Science 11, no. 9 (September 29, 2021): 421–33. http://dx.doi.org/10.18488/journal.1.2021.119.421.433.
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Similar to the learning of most languages, French language is initially learnt through a formal one-to-one classroom. However, the pandemic has given both teachers and students teaching/learning French as a foreign language to accept online learning as the new norm. The success of learning French language online depends on several factors. Both teachers and learners play different roles to make the lessons successful and meaningful. This study is done to investigate how online learning presence is influenced by learners’ motives to study a foreign language. This quantitative study is done to investigate how learners cope learning French online. 170 respondents were purposely chosen from learners who took French as a foreign language. The survey used has 49 items using 5-Likert scales. Findings revealed interesting information about online teaching and learning of foreign languages. The teacher anchors the online lesson with activities well planned and executed. The teacher takes the bulk of the responsibility to make online learning a success. Once the teacher’s and cognitive presence becomes positive, learners can begin to depend on their peers through social presence to maximise the learning experience.
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Shepeleva, Natalia Y. "FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.
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The article considers the introduction of second-language students into the training, which actualizes the problem of interaction between two foreign languages: English as a basic and French, as a second foreign language among students of non-linguistic specialties. The purpose of teaching a second foreign language is to form sociocultural and professional competences among students. An important task is to develop a method of applying tasks and exercises to gain knowledge, skills, skills in training and mastering special professional terminology. The methodology of teaching the second foreign language was analyzed, based on the compensatory and adaptive skills of students formed in the first foreign language (English) compensatory and adaptive skills and compensatory possibilities of the educational material in learning the second language. The article considers the issue of solving a set of problems related to the assimilation of two foreign languages, provides methodological techniques aimed at raising efficiency of the language learning process.
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Messaoudani, Sara, and Ouarda Mecili. "The Role of Contrastive Analysis in Foreign Language Teaching_From the Point of View of French and English language Professors." Milev Journal of Research and Studies 7, no. 2 (December 31, 2021): 127–42. http://dx.doi.org/10.58205/mjrs.v7i2.926.
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The subject of teaching and teaching foreign languages is one of the most important issues that preoccupied researchers in the past and present, in which thinkers of different intellectual and scientific specializations have researched. Contrastive analysis is one of the most important curricula that had a significant impact on the preparation of curricula for teaching foreign languages. The contrastive analysis approach is one of the most important approaches that had a significant impact in the preparation of curricula for teaching foreign languages, and which proved its effectiveness in teaching languages, and from this point of view and given the importance of teaching and learning languages, we will try through this research paper to reveal the effectiveness of contrastive analysis in teaching languages. The foreign language, by going to the field and questioning the professor of French and English about the importance of this approach in teaching and learning a foreign language within the department, and the extent to which the learner and teacher employ the language interview in learning and teaching a foreign language.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Multidisciplinary Studies 1, no. 4 (April 30, 2016): 106. http://dx.doi.org/10.26417/ejms.v1i4.p106-113.
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Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Social Sciences Education and Research 6, no. 2 (April 30, 2016): 147. http://dx.doi.org/10.26417/ejser.v6i2.p147-154.
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Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Social Science Education and Research 3, no. 2 (April 30, 2016): 147. http://dx.doi.org/10.26417/948onc27s.
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Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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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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Qianqian, Bing. "The Application of Chinese Songs in Teaching Chinese Language Sense as a Foreign Language." World Journal of Educational Research 10, no. 4 (July 26, 2023): p61. http://dx.doi.org/10.22158/wjer.v10n4p61.
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Language sense is a skill, and cultivating students’ language sense ability has theoretical and practical significance for language teaching. However, compared with English, French, and other universally taught languages, more research needs to be done on teaching language sense in Chinese as a foreign language. Therefore, based on the advanced theories of language sense research, we discuss the role of Chinese songs in cultivating Chinese language sense to put forward some constructive suggestions for teaching language sense in Chinese as a foreign language.
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Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 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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Khairullin, Vladimir I. "The restorative-associativ method and present-day plurilingualism." Alma mater. Vestnik Vysshey Shkoly, no. 2 (February 2022): 60–62. http://dx.doi.org/10.20339/am.02-22.060.
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The article deals with the problem of choosing innovative methods of teaching foreign languages in higher education. One of them recognizes the reconstructive-associative method as the most relevant in the conditions of modern globalization, characterized by a variety of cultures and a variety of languages, i.e. plurilingualism. The method is based on the concept of a bridge language, a connecting language or an intermediary language, proposed by the European Understanding program. This approach involves the use of English or French when teaching a number of Germanic/Romance languages. At the level of teaching foreign languages in Russian universities, the concept of a bridge language is promising when developing training programs for a bilingual audience. At the same time, it is transformed into the concept of the reference language, which in our country is usually Russian. It is recognized that the supporting language does not have to be native. Its role can be the first foreign language, for example, English when teaching a second foreign language (French) language. The proposed innovative approach opens up promising horizons of both educational and didactic and methodological plans for innovative teachers who are able to respond to the challenges of the modern world with their creativity and high language competence.
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Khoda, А., and I. Chaiun. "Edutainment as a Modern French Language Teaching Technology of Prospective Philologists and Translators." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 38 (July 21, 2023): 59–66. http://dx.doi.org/10.32589/2412-9283.38.2023.284517.
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Introduction. The development of the system of teaching foreign languages and cultures in institutions of higher education requires regular updating of the components of this system, in particular, modern technologies for teaching foreign languages and cultures to the students of various specialties. Among such technologies, the edutainment technology stands out for the formation of foreign language linguistic / linguo-sociocultural competences. Purpose. To present the technology of edutainment on the example of a specific exercise using a support, a poem by the French poet Paul Verlaine, as one of the means of this technology and justify the feasibility of using this means. Methods. Reviewing the studies that have already been conducted, analyzing the feasibility of using this technology on the example of specific exercises. Results. The study showed that the edutainment technology, namely its specific means, a poem, can be used during online and offline classes on learning foreign languages and cultures. This technology will contribute to better assimilation of the material, and will enhance student’ interest and motivation. Conclusion. To sum up, the use of poetry in classes as one of the means of the edutainment technology for teaching the French language and culture contributes to the effective formation of students’ lexical and phonetic components of the French-language communicative competence. Further research involves the study of other means of the edutainment technology for teaching the French language and culture to students – prospective philologists and translators, teachers.
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Maiier, Natalia. "Master’s qualification thesis on french language teaching methodology as an indicator of the formation of the scientific and research competence of higher education acquires." Scientific and methodological journal "Foreign Languages", no. 2 (August 4, 2023): 3–7. http://dx.doi.org/10.32589/1817-8510.2023.2.285381.
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The article examines the qualification work of the master’s degree in the French language teaching methods as an indicator of the formation of scientific and research competence of students of higher education. The stages of writing and defense of the master’s thesis, knowledge and skills that are components of scientific and research competence and mastered by master’s students at these stages are defined. The research was conducted based on the results of the writing and defense of 21 qualification papers on the methodology of teaching the French language in institutions of higher education, defended during the last ten years under the scientific guidance of the author of this publication. In different years, the Master’s qualification papers on the methodology of teaching the French language were completed by students of higher education who studied in the specialty 8.02030302 Language and literature (French) and in the educational program “French language, second Western European language, foreign literature, methods of teaching foreign languages and cultures in institutions of higher education” specialty 014 Secondary education. The generalized results of the writing and defense of master’s qualification papers on the methodology of teaching the French language allow us to state the formation of scientific and research competence of future teachers of the French language. The theoretical substantiation of the levels of formation of scientific and research competence of future teachers of the French language, the development of criteria and tools for their determination constitute the perspective of further research.
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Andriani, Merry, Wening Udasmoro, Roberta Salsano, and Tri Indri Hardini. "Stymie patterns: The case of French-language learning in Indonesian universities." Indonesian Journal of Applied Linguistics 12, no. 1 (May 31, 2022): 180–89. http://dx.doi.org/10.17509/ijal.v12i1.46548.
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Learning languages is inevitably related to one’s learning culture and patterns. Despite the existence of different language learning strategies in Indonesia, students’ achievements in general show unsatisfying facts. Several learning patterns have the potential to stymie foreign-language learning at particular educational levels. Those learning patterns are the accumulation of a long traditions and practices in teaching and learning of foreign languages. This study examined the practices of teaching and learning French as a foreign language at two universities in Indonesia. These institutions were selected based on their approaches to teaching and learning the language; one employs a pedagogic approach, while the other applies a generalist approach. Data were collected through in-depth interviews with nine students and six lecturers, as well as observation of four classes between March 2016 and October 2017. The data were subsequently selected and analyzed with a didactic of foreign language methodology. The methodology was based on a post structural paradigm with an emphasis on intertextuality and interdiscoursivity. This method implied the approach to discourse analyses referred to the French perspective. Results from the analysis showed that the universities tended to teach French with a repetitive and uniform approach. The most prominent didactic technique was rote memorization through mnemonics, which permeated almost all aspects of learning the foreign language. The failure to combine this technique with other learning strategies stymied students' efforts to learn the language.
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Zimina, Elena I., and Dmitrii A. Gubanov. "The role of corpus analysis in the study of English loanwords and in teaching a second foreign language (on the example of French and Italian)." Tambov University Review. Series: Humanities, no. 194 (2021): 46–58. http://dx.doi.org/10.20310/1810-0201-2021-26-194-46-58.
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We argue that corpus linguistics should be used as a tool for teaching students a second foreign language. The researchers focus on the study of English loanwords in French and Italian. We propose a new approach to teaching a second foreign language to students who are fluent in English as a first foreign language. We emphasize the importance of concordance in linguistics and teaching a second foreign language. We analyze the works of the methodologists who suggest using corpus technologies in the language classroom to develop students’ lexical skills. We touch upon the characteristics of corpus technologies, define the term “loanwords” and refer to the concept of “English borrowings”. The researchers analyze the role of English loanwords in French and Italian, and identify the spheres where English borrowings are mainly used. Based on the language of the media, we study the models of assimilation of English loanwords in French and Italian. We focus on the most popular English loanwords used in France and Italy, provide statistical data on their use and analyze their grammatical and semantic assimilation. We analyze the most popular loanwords from the English language; study their origin, language context and the way they were modified according to the patterns of the receiving languages. It is advisable to implement the proposed approach in teaching the vocabulary of a second foreign language and to use other tools of corpus linguistics as teaching methods.
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Hiligsmann, Philippe, Melanie Baelen, Anne Lore Leloup, and Laurent Rasier. "Praktijkgerelateerd Contrastief Onderzoek Naar Vreemde-Taalverwerving." T2-verwerving: Onderzoek ontmoet onderwijsparktijk 80 (January 1, 2008): 19–28. http://dx.doi.org/10.1075/ttwia.80.03hil.
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In this contribution we show that foreign language acquisition research does not only provide theoretical insights into the learning process of foreign languages, but also provides useful tips that are directly relevant to language teaching, especially if research is conducted with the 'integrated contrastive model'. We illustrate how the model can be applied in studies of the interlanguage of French-speaking learners of Dutch and Dutch learners of French concentrating on the phonological, morphological and pragmatic components of language. Finally, we explore possible classroom teaching activities and techniques that follow from our study.
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Capliez, Marc. "Prosody- vs. segment-based teaching." Language, Interaction and Acquisition 7, no. 2 (December 31, 2016): 212–37. http://dx.doi.org/10.1075/lia.7.2.03cap.
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English, an international language, is widely taught and learnt as a foreign language in France. However, French learners face pronunciation difficulties, as the two languages differ both on the segmental level (i.e. individual sounds) and on the suprasegmental, prosodic level (i.e. stress, rhythm, intonation). It has been argued that focus on the prosodic features of the target language (L2) would improve learners’ oral skills. Nevertheless, very few studies have brought evidence of the greater role of prosody in the acquisition of a second or foreign language. The current study seeks to address this gap by directly comparing prosody-centred and segment-centred teaching to determine whether one approach is more effective than the other in the improvement of L2 oral perception skills. The study shows that both teaching approaches enabled French EFL learners to improve their perception skills; however, neither method proved to have a stronger impact, suggesting that both segmental and suprasegmental aspects should both be addressed in L2 teaching.
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Bulgarova, Bella Akhmedovna, Vladimir Nikiforovich Denisenko, Dmitry Sergeevich Sknarev, Yulia Alexandrovna Voropaeva, and Ekaterina Stanislavovna Kozlovskaya. "Intercultural communication of representatives of the Francophonie in the online space during the process of learning the Russian language." XLinguae 15, no. 4 (October 2022): 223–42. http://dx.doi.org/10.18355/xl.2022.15.04.19.
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A multilingual and multicultural environment characterizes the modern world. Many of us speak several foreign languages and are interested in learning new ones. Foreign language teaching combines integrated teaching methods and the possibility of learning a discipline remotely from different parts of the world. This form of language learning allows people of different nationalities, ages, religions, mentalities etc., to communicate. This research focuses on the phenomenon of Francophonie as an example of interconfessional and intercultural interaction, as well as the continuity of Russian and French culture and the specifics of teaching Russian as a foreign language to representatives of French-speaking countries in full-time, distance and online space. Intercultural communication via Internet space contributes to more active communication, i.e., rapid learning of Russian as a foreign language, and interreligious interaction of this format effectively promotes the dialogue of cultures. Thanks to the possibilities of distance learning, Francophones of different confessional affiliations can afford to learn Russian in a multicultural environment. This article presents empirical research on Internet communication at the International University (RUDN University) among Francophones from different ethnic and confessional backgrounds who share the common knowledge of French and the process of teaching Russian as a foreign language. The process of teaching Russian as a foreign language not only brings together the Francophones on the level of educational communication but also promotes a productive dialogue between cultures, bringing them together in an entirely new "linguistic community", which, due to the already existing common interaction in French, is joined by communication in Russian, while forming a new linguistic personality with a multicultural linguistic code.
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Shan, Zhibin, and Hao Xu. "Teacher beliefs about teaching French as a foreign language in a Chinese university: a multilingual perspective." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. VIII (November 15, 2023): 169–82. http://dx.doi.org/10.30827/portalin.viviii.29247.
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While French is an important European language being taught in Chinese universities, not much is known about French language teachers’ beliefs about its teaching as a foreign language, particularly not from a multilingual perspective. Adopting a multiple-case design, this study examined 5 French language teachers’ beliefs about the French language and the learner. Analysing data collected via interviews, the study revealed that teachers’ beliefs reflected neither the linguistic landscape of the French language nor the learner’s existing level of multilingualism. However, the teachers’ monolingual ideology as reflected in their beliefs seemed to co-exist with beliefs that reflected their multilingual ideology; the cultural capital brought by learning French as a foreign language prevailed in teachers’ beliefs about the language with reference to the value of French learning in their students’ future international communication in a multilingual world, and the teachers also perceived their students as French learners with English learning experience that could lend support to their French learning. FUNDING INFORMATION. This research was funded by “Research on the Innovation of Foreign Language Education in China” (grant number: 22JJD740011), a major project of the Key Research Institutes of Humanities and Social Sciences under the Ministry of Education, as well as supported by the Beijing Foreign Studies University “Double First-Class” Fund (project title: “Construction of Standards for Foreign Language Education and Foreign Language Talents Training in Higher Education”, project number: 2022SYLZD010).
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Ilhem NOUADRI, Samia. "HOW DESCRIPTION ACTS ON THE FUNCTIONING OF THE LITERARY TEXT." International Journal of Humanities and Educational Research 4, no. 6 (December 1, 2022): 140–48. http://dx.doi.org/10.47832/2757-5403.17.11.
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This article focuses on the characteristics of literary texts that serve as the main support for the teaching/learning of a foreign language, in this case French (today FLE). In this study we will use concepts such as literature, literary fact and even literality to indicate the place of descriptive literary texts in the curriculum of French as a foreign language and any return to literary texts as support and pedagogical models/learning of French as a foreign language Essential for Develop the productive and receptive skills of French learners. Key words: Literature, Language, French As A Foreign Language, Description, Literary Text
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Grabowska, Monika. "L’enseignement/apprentissage des langues étrangères sous l’éclairage de la théorie des systèmes complexes et dynamiques. Exemple de philologie française à l’Université de Wrocław." Romanica Wratislaviensia 69 (November 29, 2022): 223–36. http://dx.doi.org/10.19195/0557-2665.69.19.
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The paper presents the distinctive features of dynamic and complex systems, stressing their affinities with the foreign language teaching and learning process. Afterwards, we describe the initial conditions of the first-year-students learning French at the French department of the University of Wrocław, showing to what extent those conditions constitute a challenge for a connected complex system, namely the process of teaching French. Finally, we try to answer the question: “Are we ready, at the university, to teach Foreign Languages in accordance with the theory of complexity?”.
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Cheikh, Saadia. "Le défi de la diversité culturelle et l’enseignement du FLE en Algérie." Traduction et Langues 14, no. 1 (August 31, 2015): 28–35. http://dx.doi.org/10.52919/translang.v14i1.795.
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The challenge of cultural diversity and the teaching of French as a foreign language in Algeria
The intercultural approach is imperative in the teaching French foreign language because no human, in archaic or modern society is without culture, but every culture is singular and Algeria does not make the exception and the Algerian learner is multicultural and multilingual. Then how can we make sensitive our learners in the cultural skill and which are the didactic proposals to approach the intercultural in class of French as a foreign language?
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KUKUSHKIN, Vladyslav, and Iryna BEZUGLA. "PECULIARITIES OF TEACHING FRENCH AS A SECOND FOREIGN LANGUAGE." Humanities science current issues 2, no. 66 (2023): 287–91. http://dx.doi.org/10.24919/2308-4863/66-2-44.
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Angulo-Jiménez, Henry, Marisela Bonilla-López, and Esteban Rojas-Ramírez. "Foreign Language Learning." Topics in Language Disorders 44, no. 1 (January 2024): 44–62. http://dx.doi.org/10.1097/tld.0000000000000332.
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Purpose: Although autistic perspectives are paramount for evidence-based practice and the neurodiversity paradigm, they are often underrepresented in research and have only recently started to get attention from professionals in different fields, including communication sciences and disorders (CSD) and foreign language teaching (FLT). To alleviate this situation, we conducted an exploratory study on the experiences of self-identified autistic bloggers with foreign language learning (FLL). Methods: We used deductive thematic analysis to characterize the bloggers and establish the perceived effect of autism on FLL. Results: Our analysis of 14 blog posts revealed that the typical blogger had an autism diagnosis, spoke English natively, and had learned Spanish or French as a foreign language through formal instruction and/or self-teaching. We also found that all the bloggers acknowledged both positive and negative effects of autism on FLL, with more bloggers focusing on positive effects. Conclusions: Findings highlight the need for professionals in CSD and FLT to (a) avoid making assumptions about the FLL capabilities of autistic individuals, (b) consult with autistic individuals regarding the perceived value of autistic traits for FLL, and (c) engage in interprofessional practice with each other.
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Belyasova, Julia. "Complexity of the teaching-learning process of youth French-language literature." Journal of Digital Art & Humanities 1, no. 1 (October 2, 2020): 3–14. http://dx.doi.org/10.33847/2712-8148.1.1_1.
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This article first of all aims to better understand the notion of youth French-language literature. It then addresses some reflections on the place of literature in the education. The article is finally devoted to the disclosure of the particularities of the teaching of the French language in a multicultural context on the basis of the different ways of reading and the intercultural approach that ensures the study of the language with immersion in a different culture. We emphasize also the role of youth French-language literature in learning of French as a foreign language. Speaking about youth literature, we awoke its challenges, particularities, advantages and ambitions. The cultural and intercultural values of youth literature in the French as a foreign language class and the construction of a sense of literary work in an intercultural context take a very important place in a reading methodology.
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Beljaev, Oleg. "Fairy Tale as a Linguodidactic Resource Teaching French." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 322–32. http://dx.doi.org/10.37384/va.2022.17.18.322.
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The relevance of the study lies in the fact that French is one of the demanded foreign languages studied in Latvia and is an important academic subject. It contributes to the improvement of communication culture and pushes the boundaries of students' cognitive capabilities. The linguodidactic versatility of a fairy tale is an urgent problem, both in theoretical and practical terms. The purpose of this research is to consider the tale, both in ontogeny and in a purely practical perspective. In the French classroom, we use fairy tales to achieve practical, educational, and developmental goals. Along with the linguistic aspect itself, a fairy tale can be effectively used for the formation and development of main types of speech activity: reading, listening, speaking, and writing. Practical goals are achieved because the use of material from fairy tales in game situations contributes to the development of communication skills. This creates conditions for speech activity, close to natural communication in a foreign language. In addition to the fact that the environment of real communication is simulated in the lesson, students transform themselves into fairy-tale characters. This approach keeps them interested in the learning process and creates a favorable psychological climate. The use of fairy tales is such an activity in the lesson that is of great importance for the formation of personality, provides the emotional, intellectual, and moral development of the student. A fairy tale as a rich linguistic and cultural resource helps the student to develop his/her attention, memory and thinking. Many years of personal experience allows me to assert that learning languages through fairy tales enables a teacher to: rely on a quality resource; deliver quality classes that teach students a second language; bring positive language learning into a classroom; engage learners both cognitively and emotionally; help students to gain a deep and satisfying understanding of language; find personal enjoyment in a resource; provide a different approach to learning language; give students ownership of their learning of a new language and equip them with language tools for their future.
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Cheikh, Saadia. "La narration des contes en classe du FLE : intérêts et pratiques." Traduction et Langues 12, no. 1 (August 31, 2013): 33–39. http://dx.doi.org/10.52919/translang.v12i1.648.
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The narration of tales in the FLE class: interests and practices
The narration of the tale already has a certain history as a pedagogical support in the teaching/learning of French as a foreign language. Many journals have devoted articles to it that offer methodologies for its exploitation. Generally, it is literary, written tales that are retained and used with a view to acquiring linguistic skills, grammatical in particular; if the number of articles is quite considerable, the number of educational achievements in FLE class published resulting from these reflections has remained modest. As narrative competence is omnipresent in daily language practices in the teaching of French as a foreign language, we will try to answer a central question: how to insert effectively the narration of the tale in the course of French as a foreign language at school, both from the point of view of its adaptation to our young Algerian learners of French as a foreign language and of its pedagogical virtue.
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Bigych, Oksana B., and Diana A. Rusnak. "АВТЕНТИЧНІ МЕДІА-РЕСУРСИ ЯК ЗАСІБ ФОРМУВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ФРАНЦУЗЬКОЇ МОВИ МІЖКУЛЬТУРНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ." Information Technologies and Learning Tools 70, no. 2 (April 27, 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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Rusnak, D. "Modern Technologies and Educational Tools of Teaching Writing Skills in French to Students of Language Majors." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 38 (July 21, 2023): 50–58. http://dx.doi.org/10.32589/2412-9283.38.2023.284427.
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Introduction. The development of foreign language writing competence in students majoring in linguistics is one of the key tasks in teaching foreign languages and cultures. There is a necessity of improving the educational process, in particular, updating the components of the learning system,which include educational technologies and tools. The purpose of the article is to investigate the use of modern technologies and educational tools in the process of developing students’ foreign language writing competence. Methods. The analytical review of the modern educational technologies involvingvisual learning tools in the educational process. Results. In the context of the communicative approach to teaching foreign languages, our interest is drawn to the technology of using visual supports as one of the modern educational technologies involving visual learning tools in the educational process. The advantage of this technology for teaching foreign language writing is the possibility of integrated development of competence in writing and other language competencies. At the same time, such authentic visual supports as a humorous drawing and an advertising poster provide valuable socio-cultural material, contributing to integrated foreign languages and cultures learning. Three stages of the formation of linguistic competence in writing based on visual aids are proposed: 1) receptive (Découverte), 2) receptive-reproductive (Systématisation), and 3) productive (Production écrite). This methodology is illustrated by a specific example based on humorous drawings. Conclusion. The proposed methodology is based on the basic didactic and methodological principles of teaching and contributes to the effective development of students’ competence in writing. The prospect of further scientific research will be the study of other educational technologies and tools for the development of foreign language communicative competence.
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Paillereau, Nikola Maurova. "“Identical” vowels in L1 and L2? Criteria and implications for L2 phonetics teaching and learning." EUROSLA Yearbook 16 (August 10, 2016): 144–78. http://dx.doi.org/10.1075/eurosla.16.06pai.
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Researchers in the field of the teaching and learning of phonetics agree that learners of a foreign/second language (L2) acquire identical vowels by positive transfer from their first language (L1). This statement prompted us to examine whether the French and Czech languages, differing in the size of their vowel inventories, possess any identical vowels that could thus be omitted from French as a Foreign Language (FFL) phonetic curricula intended for Czech learners. The quantification of the vowels’ phonetic similarity is based on the comparison of their (1) phonetic symbols, (2) formant values (F-patterns), and (3) perceptual characteristics. The combined results show that strictly identical vowels between the two languages do not exist, but some French vowels can be defined as highly similar to some Czech vowels. Different coarticulatory effects of vowels produced in isolation and in labial, dental and palato-velar symmetrical environments point to a very strong influence of phonetic contexts on vowel similarity. Indeed, no French vowel is highly similar to any Czech vowel in all of the contexts studied. The findings suggest that phonetic exercises designed for Czech learners should focus on allophonic variations of all French vowels.
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Murray, Claire, Paul Mathieson, and Francesco Bolstad. "The Impact of Foreign Language Learning on Foreign Language Teaching." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 73. http://dx.doi.org/10.37546/jaltpcp2020-10.
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Can learning a foreign language make you a better foreign language teacher? This practice-oriented paper discusses the advantages of EFL teachers learning beginner-level French as a foreign language (FFL) for teacher development. In this paper, the authors, the teacher, a student, and the administrator of the FFL class, summarize the implementation and structure of this ongoing FFL class and describe the benefits and goals of the class for professional development. To better understand the efficacy of foreign language learning on EFL teaching, the authors consider how this class reflects current practices and research in the field of professional development. These reflections are further supported by the participants’ personal experiences collected through two qualitative class surveys. The preliminary results indicate that the FFL class was beneficial for those involved and helped the participants to improve personally and professionally; limitations and potential future improvements to the course are also discussed. 外国語を学ぶことによって教師はより良い外国語教師になれるのか？本研究では、教師の育成を目的として、初級レベルのフランス語（FFL）を学ぶことでもたらされる効果を検証した。本論では、FFLクラスの教師、学生、および管理者が進行中のクラスの実施状況と構造をまとめ、専門能力開発の為の利点と目標を論じた。。また、当該クラスの効果を検証するために、開講の狙いとクラスに対する2回の質的調査結果を比較し分析を行った。その結果、FFLクラスはすべての目標を少なくとも部分的に達成したという点で有益である一方、参加者の時間と作業負荷への影響が重大な課題であることが明らかになった。
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Półtorak, Ewa. "O zjawisku lęku językowego z perspektywy uczących się drugiego/kolejnego języka obcego online." Neofilolog, no. 58/1 (April 27, 2022): 43–64. http://dx.doi.org/10.14746/n.2022.58.1.4.
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The aim of the paper is to reflect on the problem of language anxiety in the foreign language teaching-learning process. The concept of language anxiety in the online language teaching-learning context is discussed, with particular relation to synchronous communication tools. The context is the learners’ perspective of adult beginners at the university level learning French as a second/subsequent language. The research group included 85 students of the first and second years of French at the University of Silesia in Katowice. To collect the data participants were asked to complete the Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz and Cope (1986), and to respond to six additional questions, related to the online language teaching-learning context. Results showed that language anxiety is a phenomenon that may accompany the regular online teaching-learning process of a second/subsequent foreign language.
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Jansem, Anchalee. "The Feasibility of Foreign Language Online Instruction During the Covid-19 Pandemic: A Qualitative Case Study of Instructors’ and Students’ Reflections." International Education Studies 14, no. 4 (March 28, 2021): 93. http://dx.doi.org/10.5539/ies.v14n4p93.
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This small scale case study aimed at identifying the feasibility of foreign language online instruction during the abrupt change of teaching mode toward online platforms. The feasibility in this study involves the practicality and the possibility of and the concerns about language teaching and learning foreign language online as reflected by the instructors and the students. One instructor teaching as well as two students majoring each of the eight foreign languages including English, French, German, Chinese, Japanese, Korean, Khmer, and Vietnamese from an autonomous university in Bangkok, Thailand, voluntarily took part in this study. Data collected via semi-structured interviews and post-interviews written reflections indicated three levels of the practicality. The data showed the conditional likeliness of the possibility to carry on online teaching. The last finding presented concerns about foreign language online instruction. Further research is needed for a more complete understanding of the effects of online foreign language instruction in different social contexts.
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DIMOVA, SLOBODANKA. "Teaching and learning English in Macedonia." English Today 19, no. 4 (October 2003): 16–22. http://dx.doi.org/10.1017/s0266078403004036.
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An investigation into the current status of English teaching and learning in Macedonia. The focus of this study will be on the spread of English there, within the domain of foreign language education, and it is guided by the following research questions: What is the most dominant foreign language taught and learned in R. Macedonia?How is English teaching implemented in the Macedonian educational system?What are some of the current resources for the teaching and learning of English?In the article, I discuss the implementation of English in the public and private schools and universities, alongside instruction in such other languages as French, German, and Russian.
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Akanbi, Balogun Thomas, and Kezie-Osuagwu Clementina Ndidi. "Improving Learners’ Oral Proficiency in French Through the Communicative Approach: Colleges of Education in Oyo in Focus." Journal of Curriculum and Teaching 9, no. 1 (February 19, 2020): 55. http://dx.doi.org/10.5430/jct.v9n1p55.
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It cannot be overemphasised that French language is a foreign language in Nigeria and that its teaching and learning cannot take the same process as acquiring/learning the mother tongue or a second language. Foreign language learning requires some strategic applications in order to be able to interact with the native speakers in real life day to day communication. This study aims at delving into some teaching strategies involving the communicative approach to teaching French as a foreign language in order to boost the oral proficiency of our learners in French. The teachers and students in two colleges of Education namely Federal College of Education (Special) [FCES] and Emmanuel Alayande College of Education (EACOED), both located in Oyo town, were the participants in the study. Data were collected through classroom observation, students’ achievement test as well as questionnaires for teachers. The results indicated that students perform better when the teachers employ the communicative approach. Based on the findings of this study, it is therefore recommended that teachers of French language use the communicative language teaching approach to build confidence in their students as this will help to develop faster their linguistic skills, given that this approach gives priority to listening and speaking skills over reading and writing skills.
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Aubin, Sophie. "Conscience musicale du français langue parlée : éléments pour son conditionnement didactique." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (June 30, 2022): 15–34. http://dx.doi.org/10.14746/gl.2022.49.1.02.
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Musical awareness of languages in general and that of the French language in particular in the field of teaching French as a foreign language remains weak today, not generalized and far inferior to linguistic and cultural awareness. By placing oneself within the framework of the didactology-didactics of the music of the French language-culture, it appears that modes of conditioning of this spontaneous, intuitive and reflected musical consciousness can logically take their place in accordance with the fundamental existence of the music of the French language produced in the spoken mode and of the need for the learner to master it.
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Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (October 2002): 1245–47. http://dx.doi.org/10.1632/003081202x61115.
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The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.
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Lovik, Thomas. "THE ELEMENTS OF FOREIGN LANGUAGE TEACHING.Walter Grauberg. Clevedon, UK: Multilingual Matters, 1997. Pp. xiv + 263. $95.00 cloth, $34.95 paper." Studies in Second Language Acquisition 21, no. 3 (September 1999): 498–99. http://dx.doi.org/10.1017/s0272263199233074.
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Grauberg has undertaken the ambitious task of presenting in a relatively short book the linguistic and pedagogical aspects of teaching French and German as foreign languages. Despite many serious omissions, including a framework for discussing language proficiency, his classroom observations may prove useful for future French and German teachers.
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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 (September 2022): 318–22. http://dx.doi.org/10.24923/2222-243x.2022-44.58.
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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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Kang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo." Learning & Education 10, no. 2 (September 16, 2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.
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Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.
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Kikalo, Anzhelika, and Diana Smuzhanytsya. "TEACHING/LEARNING FRENCH AS A SECOND FOREIGN LANGUAGE AFTER ENGLISH." KELM (Knowledge Education Law Management), no. 6 (2023): 60–65. http://dx.doi.org/10.51647/kelm.2023.6.10.
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Crozet, Chantal. "Teaching verbal interaction and culture in the language classroom." Australian Review of Applied Linguistics 19, no. 2 (January 1, 1996): 37–57. http://dx.doi.org/10.1075/aral.19.2.03cro.
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This paper explores a model for teaching communicative performance which integrates the teaching of norms of interaction in French with the teaching of kinesics, prosodies and the grammar of spoken French. Students’ own perceptions of stereotypes were used as an entry point into the discourse practices of the target culture. Students were filmed while they perform role plays in which they try to reproduce the rules of French conversation. The group viewed the filmed performances and feed back was given to students who are encouraged to discuss their response to learning foreign codes of cultural behaviour. The paper looks into the complexities of teaching culture and language as an integrated process.
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Robert, Jean-Michel. "Towards a Teaching of French to English-speaking Learners by Cognate Comprehension." ITL - International Journal of Applied Linguistics 121-122 (January 1, 1998): 39–50. http://dx.doi.org/10.1075/itl.121-122.04rob.
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Abstract Acquiring a foreign or a second language differs strongly according to the proximity of the target language and the mother tongue. In the case of distant languages, the learner tends to simplify the structure of his/her mother tongue and use semantax. On the other hand, the learner of a cognate language could consider the target language as a dialectal variant of his/her own mother tongue. The resulting adaptation would be an innate adaptation, a linguistic superposition. The didactic strategy would then consist in supervising this process of superposition and devising a teaching system based on 'cognate comprehension' of the closely related languages. Such a strategy could be used in the teaching of French to English-speaking learners, though English and French are not commonly considered closely related languages.
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Meifarolina, Anna, Miftahulkhairah Anwar, and Hanip Pujiati. "The implementation of multiples intelligences theory on french teaching method for young learners age of 6-10 (level A1 of Institut Français d'Indonésie)." Franconesia 2, no. 2 (December 30, 2023): 13–24. http://dx.doi.org/10.21009/franconesia.22.2.
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The teaching method is one important aspect of the language skills of french language teaching. The method affects many things, one of which is the concentration level of children's learning in class. Therefore, of course, it is important to choose a teaching method that suits student needs. Unfortunately, at this time, language teachers tend to equate language teaching methods with language teaching methods for adults so that students who are at the vulnerable age are children (6 to 10 years). This teaching method for them is boring and results in a loss of concentration in their learning after 30 minutes of learning activities. Apparently, this is due to their different learning interests. This interest in learning is caused by a different type of intelligence called The Multiple Intelligences. This type of intelligence includes Linguistic Intelligence, Logical- Mathematical Intelligence, Visual Intelligence, Spatial Intelligence, Musical Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence and Naturalist Intelligence. The method used in teaching foreign languages, especially in french language, should cover various types of student intelligence so that they can produce french teaching methods that can maximize children's language skills. Regarding children's French language skills, the ability to emphasize here is speaking ability because at their age speaking ability is the dominant ability students use in communicating because they have not been able to carry out correspondence activities, therefore language teaching is focused on teaching speaking skills.
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Seddiki, Halima. "Technology Integration in Teaching English as a Foreign Language." Traduction et Langues 15, no. 2 (December 31, 2016): 200–212. http://dx.doi.org/10.52919/translang.v15i2.703.
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This present work looks at technology integration in teaching English. In Algeria. The English language has started to replace the French language gradually. Nowadays, English is taught in Middle and Secondary Schools, as well as in universities. Accordingly, the English language takes a larger position in the field of teaching foreign languages. Thus, this requires the development of the teaching tools and materials in order to facilitate the profession of teaching. The introduction of ICT in education aims to facilitate the complex task of teaching a foreign language. In Algeria, although the university’s syllabuses do not make much use of the ICT, students and teachers show much interest. There has been much debate over the use of media, Internet, computers and many technology tools in Foreign Language teaching over the past few years. The techniques offered, the activities and the degree of application in the language teaching syllabus have undergone a number of serious changes alongside the evolution of technology. IT is important to point out the relevance of the integration of ICT as a necessary tool in education. Besides, the different Ministries of National Education and Higher Education have to react by bringing some changes at the level of the educational programmes.
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Jaskot, Maciej, Marta Wojakowska, and Wojciech Sosnowski. "Culturally anchored lexical units in modern foreign language teaching." XLinguae 15, no. 3 (June 2022): 114–25. http://dx.doi.org/10.18355/xl.2022.15.03.10.
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The question of interculturality and the plurilingual and pluricultural competence connected with it is often found at the heart of contemporary language learning debate. The documents drafted by the Council of Europe seem to reflect this fact. Nowadays, language teachers face the challenge of designing a lesson unit which not only contains and practises all aspects of the language but also develops all skills and competences through the process of so-called integrated learning. Language teaching and learning is coupled with cultural and linguistic anthropology which is often termed as anthropological approach in language teaching. The approach calls on the term: cultureme which denotes language items present in any language class material whose cultural embedding requires a more extensive semantic and pragmatic commentary. The methods, means and techniques employed within the eclectic teaching framework aim to eliminate a learner’s ethnocentric attitude and existing stereotypes which leads to the development of the plurilingual and pluricultural competence. Our research relies on our extensive experience acquired in the plurilingual and multicultural environment of 30 nationalities and 160 students of the College of Europe in Natolin while teaching Romance (French, Spanish, Italian) and Slavonic languages (Russian, Polish, Ukrainian).
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Vynarchyk, MariIa. "THE ROLE OF INNOVATIVE EDUCATIONAL PLATFORMS IN FRENCH LANGUAGE LEARNING." Scientific Journal of Khortytsia National Academy, no. 2022-6 (June 29, 2022): 7–14. http://dx.doi.org/10.51706/2707-3076-2022-6-2.
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The scientific article explores the essence and functions of innovative educational platforms in the process of French language learning. The publication is the result of the author's research internship in France at the College of Saint-Joseph and the Lycée Pasteur in Besançon. The purpose of the research is to investigate and characterize the role of innovative educational platforms in the study of the French language. The following research methods were used: analysis of scientific publications related to the research problem, methods of systematization and generalization for the description and analysis of innovative educational platforms in the context of learning a foreign (French) language. It is established that during the intensive development of new technologies French teachers tend to actively use them in foreign language teaching, as the degree of perception and assimilation of knowledge by students depends on the correct choice of teaching methods, presentation and explanation of the lesson topic. In today's conditions, domestic teachers also actively use innovative educational platforms in the process of learning foreign languages. French is no exception. There are several objective reasons for this. Particularly important among them is the need to diversify the learning process, enhance the cognitive activity of students and expand their interests. Increasingly, foreign language teachers are moving from traditional to innovative methods to keep up with the times, help students master the material well and get positive results from foreign language activities. The relevance and timeliness of using educational platforms is obvious, as it is highlighted by the problems and challenges that contemporary teachers face. We are talking, first of all, about distance learning of subjects and disciplines. The use of the latest technologies in a foreign language lesson helps to involve students in creative collaboration and creates an environment for activity learning. This makes the learning process interesting and non-standard for students, whereas for teachers the latest technologies offer an endless choice of pedagogical resources that they can use depending on their educational needs.
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Canakli, Levent Ali, and Sercan Alabay. "“Self-Learning French Coursebooks” as Part of French Education in Post Tanzimat Era of the Ottoman Empire." Journal of Education and Learning 11, no. 2 (March 14, 2022): 104. http://dx.doi.org/10.5539/jel.v11n2p104.
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French teaching in Ottoman Turkey found its actual speed with the Tanzimat period (the political reforms made in the ottoman state in 1839). Until the proclamation of the Republic, and even until the 1950s, French was considered the leading carrier of Western culture and civilization in Turkey, and teaching French was deemed necessary. However, it cannot be said that this was a very successful and sufficient period for French and foreign language teaching in general. Failure to fulfill the primary conditions of language teaching, such as teacher, material, and method, has been the main problem of foreign language teaching. When the lack of schooling is added, “self-learning French” books have emerged as an opportunity for teaching French, although they are not many. The five books discussed in the article, written in Turkish using the Arabic alphabet between 1867 and 1928, mostly describe the basic pronunciation rules, word types, sentence features, and grammatical information of French, starting with the alphabet, in a plain language and style. Although there was a good variety of French-Turkish dictionaries at that time, since economic conditions did not allow everyone to acquire a glossary, and even if there was an opportunity, which dictionary to choose is a different problem, as a standard feature in all of them, the vocabulary parts of the books were kept very wide. Books; It has been seen that both of them are successful when the measures such as showing the pronunciation of French words, grammatical knowledge that is not suffocating, broad vocabulary, the relevance of French and Turkish translation texts, page structure, language, and simplicity of expression are taken into account.
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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 (March 7, 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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Malekani, Claude Wakenge. "Mother Tongues and Teaching English as a Foreign Language: A Case Study." Current Issues in Philology and Pedagogical Linguistics, no. 3 (September 25, 2023): 221–38. http://dx.doi.org/10.29025/2079-6021-2023-3-221-238.
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This paper examines the role of mother tongues in the teaching of English as a foreign language at the University of Kinshasa in the Democratic Republic of Congo (DRC). The purpose of the study is to determine the perfect mother tongue of students and to evaluate the efficacy of translanguaging methods in the teaching of English as foreign language. The research used three types of data, including quantitative, qualitative, and test data, as well as a survey conducted among 250 students at the Faculty of Arts. The results of the study suggest that translanguaging methods should be adopted to meet the needs of the country, particularly when English is combined with one of the local languages or French, in order to improve the understanding of students and their academic performance, particularly for those Congolese Learners of English who are not exposed to English often. The main problem in this study is that the learners at the University are learning English as an academic subject and a medium of instruction that they do not understand very well. However, the concept of’mother tongue’ (MT) is very important in learning other languages including a foreign language. This is especially true for students who live in a multilingual environment like DRC who have to follow and understand certain subjects taught in English. Most of them do not have their own unique and same mother tongue. For example, there are situations where a person speaks two basic languages, one is Congolese and the other is a second language. For example, someone who has been extensively exposed to a non-Congolese language like French since birth in addition to their Congolese language.