Temat: didactics of literature - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Lire autour du littéraire pour lire la littérature
Read about literature to read literature
Autorzy:: Riquois, Estelle
Powiązania:: https://bibliotekanauki.pl/articles/16470941.pdf
Data publikacji:: 2022-10-24
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: foreign language reading
didactics of French as a foreign language
didactics of literature
strategy
cognition
czytanie w języku obcym
dydaktyka języka francuskiego jako obcego
dydaktyka literatury
strategia
poznanie
Opis:: Reading literature in a foreign language can present several difficulties for learners. In order to facilitate this activity, we suggest using “literary documents” which help to prepare for reading and understanding and which help to develop students’ self-confidence. The objective is to establish reading skill in a foreign language through the transfer of strategies and the acquisition of contextual knowledge. Based on experiments carried out with several groups of students of French, we were able to observe greater autonomy and better understanding of the texts read.
Źródło:: Neofilolog; 2022, 59/1; 53-65
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Les récits littéraires d’apprentissage : un corpus pour la didactique du FLE
Literary stories of learning: a corpus for FFL didactics
Autorzy:: Berthu-Courtivron, Marie-Françoise
Bourvon, Marie-Françoise
Richard, Élisabeth
Powiązania:: https://bibliotekanauki.pl/articles/16470458.pdf
Data publikacji:: 2022-10-24
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: didactics of French as a foreign language
literature of migration
language autobiography
interlocution
dydaktyka języka francuskiego jako obcego
literatura migracyjna
autobiografia językowa
interlokucja
Opis:: If language biography „is based on the individual’s ability to recount the constituent elements of his or her experience in the linguistic and cultural domains” (Molinié, 2006: 1), we argue that this ability to recount is exemplary among allophone authors who have become writers in French and that their language (auto)biographies constitute a corpus that should be promoted for the teaching of literature in FLE. Each author is in fact an autobiographer who, text after text, continues to „reappropriate his or her own language history as it has been constituted over time” (Perregaux, 2002: 83). The works, written by learners who have already become authors, all recount the hazards of learning French, whether in an institutional or informal context, and the difficulty of the in-between languages and cultures (Alcoba, Alexakis, Cheng, Djavann, Huston, Kang, Svit, Wei-Wei...). These works are all marked by doubling and interlocution, and even when French has been known for a long time, by the omnipresence of reflection on language. For the learner who has become a writer, language is no longer just a tool but becomes a theme. The problem of writing in French thus continues to underlie the works explicitly: whether it is a question of the authors asserting their linguistic expertise in creation or showing the way to otherness.
Źródło:: Neofilolog; 2022, 59/1; 143-157
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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