Search results

1

La conscience et l’autoconscience des futurs formateurs de FLE dans le développement de la compétence interculturelle

100%

Dekhissi L., Lamprou E., Valetopoulos F.

Glottodidactica

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2022

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vol. 49

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issue 1

53-68

EN

In this paper, we analyse the awareness and self-awareness of future trainers of French as a foreign language in teaching intercultural competence. To do so, we study extracts of students’ books created by MA students, where intercultural competence is developed. We realise that future master’s students are generally aware of the need for intercultural mediation, however some of them focus on descriptive aspects of their culture rather than adopting a mediator’s posture. In fact, they tend to describe and explain a cultural phenomenon rather than encouraging its interpretation and understanding

2

Veau — veux, bac — bague et elle a peur du feu : quelques réflexions sur la nature et l’utilisation des corpus dans les activités de phonétique proposées par les méthodes de fle actuelles pour adultes et grands adolescents

88%

Warmuz E.

Romanica Wratislaviensia

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2016

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vol. 63

175-192

EN

In this article, through the analysis of the structure of phonetic activities included in chosen textbooks of French as a foreign language (FLE) used in Poland, we present the rules according to which the corpora are built and used. We also rate the adequacy to the task-oriented approach. Next, we prove how learners perceive this type of exercises and their usefulness for the correct pronunciation. Conclusions point to a regular presence, in analyzed textbooks, of specific phonetic activities based mainly on contextualized simple sentences, connected grammatically and lexically with the textbook contents. These exercises are evaluated and rated by learners as important for the correct pronunciation, which contributes to successful communication, and as helpful in gaining additional skills and knowledge.

3

Le rôle de la métaphore dans le dévéloppement des compétences communicatives et interculturelles en langue étrangère

87%

Pacholczyk S.

Studia Romanica Posnaniensia

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2014

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vol. 41

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issue 3

101-116

EN

The objective of this paper is to present the role of metaphors in the acquisition of language and then to examine thoroughly the possibility of their usage in the development of communicative and intercultural skills, that are at the centre of foreign language acquisition. Our refl ection originated in the observation of students’ work during the creative workshop offered to students in the second year of Romance Philology. This course builds on the «creativity training» proposed by Nęcka, whose purpose is the activation of mental processes and the development of conceptual categories through metaphors (used both as a means and as an outcome). This notion is based on research in cognitive psychology. After an overview of the different approaches to metaphors, we try to defi ne their relationship with the acquisition of the mother tongue. We then propose some possible usage of metaphors taking as illustration the activities implemented during our workshop whose originality is to integrate the activities proposed by Nęcka in a task-oriented approach to teaching French as a foreign language. Finally, we conclude our refl ection on the benefi ts, limitations and possible obstacles to their implementation during a course as well as some suggestions likely to optimize the objectives.

PL

The objective of this paper is to present the role of metaphors in the acquisition of language and then to examine thoroughly the possibility of their usage in the development of communicative and intercultural skills, that are at the centre of foreign language acquisition. Our refl ection originated in the observation of students’ work during the creative workshop offered to students in the second year of Romance Philology. This course builds on the «creativity training» proposed by Nęcka, whose purpose is the activation of mental processes and the development of conceptual categories through metaphors (used both as a means and as an outcome). This notion is based on research in cognitive psychology. After an overview of the different approaches to metaphors, we try to defi ne their relationship with the acquisition of the mother tongue. We then propose some possible usage of metaphors taking as illustration the activities implemented during our workshop whose originality is to integrate the activities proposed by Nęcka in a task-oriented approach to teaching French as a foreign language. Finally, we conclude our refl ection on the benefi ts, limitations and possible obstacles to their implementation during a course as well as some suggestions likely to optimize the objectives.

4

Place et rôle des jeux numériques dans le développement des activités narratives dans une classe de FLE

87%

Kotuła K.

Studia Romanica Posnaniensia

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2019

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vol. 46

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issue 2

25-43

EN

The aim of the present article is to focus on the potential of video games as a tool enabling the language teacher to transform the learning experience in the FL classroom. Apart from presenting various theoretical aspects of integrating computer-enhanced ludic techniques into language teaching, learner discourse excerpts will be analysed in order to determine the extent to which video games implementation can enhance classroom interaction. Our main aim will be to list various contexts in which narrative activities can manifest themselves during French as a foreign language lessons. As we will see, learners can be encouraged to create stories not only in reaction to cinematic sequences but also when attempting to reconstruct events which occurred earlier in the game or while recalling events from an earlier gaming session.

5

Vers un dictionnaire bilingue d’adjectifs qualificatifs du FLE

75%

Wang X.

Romanica Wratislaviensia

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2016

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vol. 63

113-128

EN

The paper aims to think about developing a dictionary of the usual adjectives of French. This support tool for expression in French as a foreign language will focus on the semantic, syntactic, actantial and combinatorial information which usually causes the most problems in the use of adjectives. All this information will be provided in a systematic way by using some concepts of Meaning-Text Theory: lexical function, semantic derivation, semantic actant and syntactic actant, plan scheme, and so on.

6

« D’abord comprendre, puis apprendre ». À propos des manuels de FLE du point de vue de l’intertextualité

63%

Prošková A.

Svět literatury – Časopis pro novodobé literatury (World of Literature – Journal for Modern Literatures)

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2015

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vol. Special Issue: Le monde de la litérrature

214-222

EN

The objective of the following contribution is to present an original point of view on language textbook analyses influenced by approaches commonly applied in the domain of literary science to describing complicated relations which exist between different types of literary texts. Firstly we mention traditional approaches to pedagogic research used in textbook analyses in the Czech education environment and their restrictions. The second part of the contribution focuses on the possible applications of the concept and typology of intertextual (transtextual) relations formulated by Gérard Genette in his work Palimpsestes : la Littérature au second degré to the analysis of texts and intertextual relations comprised in language textbooks. Finally we try to show how this approach to textbook analysis can enrich existing textbook research by providing concrete examples from the French language textbook Alter Ego + A2.

7

Ocenianie kompetencji studentów – przyszłych nauczycieli języka obcego przez nauczycieli – opiekunów praktyk

63%

Grabowska M.

Neofilolog

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2019

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issue 53/2

195-211

EN

The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of the trainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.

8

Évaluer les connaissances implicites et explicites en français langue étrangère par les tests de jugement de grammaticalité : analyse des outils et présentation des résultats de la recherche

63%

Piegzik W. A.

Neofilolog

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2020

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issue 54/2

205-221

EN

The aim of this paper is to evaluate implicit and explicit knowledge among Polish speaking students studying French as a foreign language in the academic environment. In the first part, we discuss a timed grammaticality judgment test (TGJT) as an instrument for measuring implicit knowledge and an untimed grammaticality judgment test (UGJT) as a tool for evaluating explicit knowledge and we propose solutions to sidestep some of the weaknesses of both these instruments which were observed in our research. The second part focuses on the presentation of the research results, leading to the conclusion that the group of students at A2 level develop implicit and explicit knowledge in a fairly balanced way.

9

Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones

63%

Grabowska M. E.

Glottodidactica

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2022

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vol. 49

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issue 1

87-106

EN

The research concerns a specific learning environment, namely the Institute of Romance Studies at the University of Wrocław, and attempts to address two questions: 1. To what extent do students of French philology currently benefit from the affordances offered to them by modern digital tools, in particular the various video-on-demand platforms, for informal learning of French via French-language films and series? 2. How does this activity stimulate their metacognitive awareness and self-awareness in the area of learning French as a foreign language? To this end, students of French philology took part in a survey which demonstrated that films and series are an important leisure activity, even if French-language titles represent only 21% of what they are watching. However, these films and series are subjected to important metacognitive reflection.

10

Les micro-récits de Delerm pour un nourrissage culturel effectif en classe de FLE

63%

Martinez C.

Neofilolog

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2022

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issue 59/1

83-94

EN

The article proposes to study the impact of Delerm’s micro-stories in the FL classroom from a cultural perspective. These literary materials create opportunities for spontaneous dialogue and sharing that enrich the individual and common cultural reservoir and lexical repertoire of the learners. This study shows that micro-stories are significantly easier to introduce into the academic curriculum than whole books, without too much effort on the part of the teacher and the learner, but with a very satisfactory result for both sides. A focused definition of the term culture is presented at the beginning to set the framework for the study. This is followed by Delerm’s literalism, i.e., we tried to hone the learners’ skills in reading and understanding a simple text so they would be able to (re)use the acquired information in academic, professional, or personal life. Then, the exploitation of micro-stories in the FL classroom is presented with multiple explanations and, finally, our concluding remarks close this contribution.

11

L’apprentissage informel au service de l’enseignement de la littérature et de la culture à la philologie française

63%

Grabowska M., Sadkowska-Fidala A.

Academic Journal of Modern Philology

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2023

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issue 20

83-94

EN

The aim of the present study is to examine the extent to which French philology students' informal learning – in the area of multimodal literacies and leisure activities – reinforces the gains in French literature and French history and culture courses through creative mediation. We report on an experiment conducted in the years 2020-2022 in five online courses at the French Philology department of the University of Wrocław during the Covid-19 pandemic. In these courses, students were expected to personally mediate the texts or content studied in class and present them on a group Facebook site. The students' projects are classified according to two criteria (intersemiotic and intrasemiotic mediation; mediation of form and content) and prove that the involvement of informally acquired knowledge and skills not only developed the students' creativity, but also promoted interpretative processes by anchoring the formal learning of the course in personal experience.

12

Teaching Affects in French as a Foreign Language. A Trial Focusing on Intensifiers in Collocations

51%

Cavalla C.

Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova

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2017

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issue 2

EN

This article suggests creating networks of lexical items in the field of affects, in the context of teaching French as a foreign language. After a lexico-semantic study of some intensifiers present with certain lexical items from the field of affects, we will look at what kind of networks should be developed in order to help students memorise lexicon and associated collocates of intensity. The underlying hypothesis is that building these networks should enable learners to better memorise the lexical associations of the field in question.

FR

This article suggests creating networks of lexical items in the field of affects, in the context of teaching French as a foreign language. After a lexico-semantic study of some intensifiers present with certain lexical items from the field of affects, we will look at what kind of networks should be developed in order to help students memorise lexicon and associated collocates of intensity. The underlying hypothesis is that building these networks should enable learners to better memorise the lexical associations of the field in question.

PL

W artykule autorka proponuje utworzenie sieci relacji między jednostkami leksykalnymi w polu nazw uczuć w kontekście dydaktyki języka francuskiego jako obcego. Leksykalno-semantyczna analiza kilku intensyfikatorów występujących z niektórymi leksemami z wyżej wymienionego pola pozwala zaobserwować, jaki typ sieci należy rozwinąć, aby wspomóc zapamiętywanie nazw ze współwystępującymi intensyfikatorami. Wyjściowym założeniem badań jest teza, że konstruowanie tych sieci przez uczących się powinno wspomagać zapamiętywanie związków leksykalnych z pola, o którym mowa.

13

Recenzja książki CHRISTÈLE MAIZONNIAUX: La littérature de jeunesse en classe de langue. Pour une pédagogie de la créativité. Grenoble : UGA Éditions, 2020, 296 p.

51%

Charmion T.

Neofilolog

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2021

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issue 56/2

357-361

XX

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14

Rozwijanie kompetencji medialnej w podejściu uczenia się przez całe życie

51%

Górecka J.

Roczniki Humanistyczne

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2015

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vol. 63

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issue 10: Glottodydaktyka

5-19

PL

W przedstawianym badaniu zakładamy, że odwołania do wyznaczników kompetencji medialnej sprzyjają modelowaniu rozwoju indywidualnej kompetencji komunikacyjnej zgodnemu z wymaganiami formalnymi proponowanymi dla poziomu zaawansowanego. Artykuł przedstawia wybrane wnioski z przeprowadzonego badania w działaniu, którego celem było wyodrębnienie i opisanie skutecznych działań doboru oraz interpretacji francuskojęzycznych zasobów medialnych. Umiejętności te, właściwe dla kompetencji medialnej i niezbędne dla rozwijania autonomii uczeniowej, rozwijane były w zadaniach dyskusja online, zorientowanych zarówno na doskonalenie sprawności komunikacyjnych, jak i na realizację złożonych celów poznawczych, powiązanych z konstruowaniem wiedzy.

EN

The present paper rests on the assumption that elaborating the determinants of media competence facilitate the conceptualization of the individual communicative competence development in accordance with formal requirements for teaching/learning at advanced L2 levels. The paper presents the chosen conclusions of my action-research project, whose major aim was to elaborate the determinants of constructive learning actions involving the selection and proper interpretation of media resources in French. These skills, inherent to media competence and necessary for the learner autonomy development, were trained in discussion tasks aimed at improving communicative skills and accomplishing cognitive goals connected with knowledge construction.

Refine search results

La conscience et l’autoconscience des futurs formateurs de FLE dans le développement de la compétence interculturelle

Veau — veux, bac — bague et elle a peur du feu : quelques réflexions sur la nature et l’utilisation des corpus dans les activités de phonétique proposées par les méthodes de fle actuelles pour adultes et grands adolescents

Le rôle de la métaphore dans le dévéloppement des compétences communicatives et interculturelles en langue étrangère

Place et rôle des jeux numériques dans le développement des activités narratives dans une classe de FLE

Vers un dictionnaire bilingue d’adjectifs qualificatifs du FLE

« D’abord comprendre, puis apprendre ». À propos des manuels de FLE du point de vue de l’intertextualité

Ocenianie kompetencji studentów – przyszłych nauczycieli języka obcego przez nauczycieli – opiekunów praktyk

Évaluer les connaissances implicites et explicites en français langue étrangère par les tests de jugement de grammaticalité : analyse des outils et présentation des résultats de la recherche

Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones

Les micro-récits de Delerm pour un nourrissage culturel effectif en classe de FLE

L’apprentissage informel au service de l’enseignement de la littérature et de la culture à la philologie française

Teaching Affects in French as a Foreign Language. A Trial Focusing on Intensifiers in Collocations

Recenzja książki CHRISTÈLE MAIZONNIAUX: La littérature de jeunesse en classe de langue. Pour une pédagogie de la créativité. Grenoble : UGA Éditions, 2020, 296 p.

Rozwijanie kompetencji medialnej w podejściu uczenia się przez całe życie