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Tytuł:
Place et rôle des jeux numériques dans le développement des activités narratives dans une classe de FLE
Video games and narrative activities in a French as a foreign language classroom
Autorzy:
Kotuła, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/1048276.pdf
Data publikacji:
2019-07-09
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
French as a foreign language
narration
CALL
video games
Opis:
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.
Źródło:
Studia Romanica Posnaniensia; 2019, 46, 2; 25-43
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Le rôle de la métaphore dans le dévéloppement des compétences communicatives et interculturelles en langue étrangère
The role of the metaphor in working up communicative and intercultural skills in a foreign language
Autorzy:
Pacholczyk, Séverine
Powiązania:
https://bibliotekanauki.pl/articles/1050815.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
French as a foreign language
creativity
cognitive psychology
metaphor
Opis:
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.
Źródło:
Studia Romanica Posnaniensia; 2014, 41, 3; 101-116
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
La conscience et l’autoconscience des futurs formateurs de FLE dans le développement de la compétence interculturelle
Autorzy:
Dekhissi, Laurie
Lamprou, Effrosyni
Valetopoulos, Freiderikos
Powiązania:
https://bibliotekanauki.pl/articles/15582180.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
awareness
intercultural mediation
trainers
French as a foreign language
Opis:
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
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 53-68
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Les pratiques innovatrices en classe de langues. L’édition et la production des films dans l’enseignement de FLE
Innovative practices in a language class and video-making in teaching French as a Foreign Language
Autorzy:
Kotula, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/1050830.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CALL
video editing
video production
French as a Foreign Language
Opis:
Even if language teachers regularly rely on audio-visual resources, fi lm making and editing is still considered as an avant-garde teaching approach. Its potential lies in the fact that it allows the role of the student to shift from refl ective viewer to knowledgeable content producer. In this article, we will present the results of a research conducted among 36 learners of French attending the same secondary school. The study had three major goals. Primarily, it was to indicate students’ general perception of video-editing activities, i.e. to determine whether learners really consider this type of tasks as interesting and profi table. The second aim of the research was to fi nd out whether opinions of people coming across this kind of tasks for the fi rst time would be divergent with the statements made by those who benefi t from it regularly during foreign language classes. Finally, another important goal of the research was to indicate whether variables such as gender, length of foreign language instruction, profile, as well as pupils’ general views on the nature of second language learning and the self-perception of their language abilities can have an impact on their video-editing activities perception.
Źródło:
Studia Romanica Posnaniensia; 2014, 41, 3; 47-61
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Vers une approche intermédiatique et interculturelle dans l’enseignement des littératures francophones. L’exemple de Sarcelles-Dakar d’Insa Sané
Intermedial and Intercultural Approaches for Teaching French Literature. The Example of Sarcelles-Dakar by Insa Sané
Autorzy:
Vatter, Christoph
Powiązania:
https://bibliotekanauki.pl/chapters/966992.pdf
Data publikacji:
2020-03-20
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
intermédialité
interculturalité
français langue étrangère
littérature d’expression française
banlieue
immigration
Afrique
intermediality
interculturality
suburb
Africa
French as Foreign Language
French-language literature
Opis:
The place of literature in the French as a foreign language classroom seems to be more and more precarious. Using perspectives opened up through intermediality and interculturality in literary texts, however, constitutes a motivating way to connect with students’ prevailing cultural practices and to engage in a dialogue on the challenges of cultural identity in a multicultural society as the example of Sarcelles-Dakar, a novel by the French-Senegalese writer, rapper and spoken word poet Insa Sané, illustrates.
Źródło:
Quand regarder fait lire. Nouveaux défis dans l’enseignement des littératures de langue française. Pluralités européennes, n° 1/27; 101-113
9788323541035
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LES ENREGISTREMENTS VIDÉO EN CLASSE DE LANGUE – VERS UNE NOUVELLE APPROCHE DE LA CORRECTION DES ERREURS ORALES ?
Autorzy:
Kotuła, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/638406.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
CALL, corrective feedback, video recordings in the language classroom, French as a foreign language
Opis:
This article deals with the question of technology-enhanced delayed corrective feedback in language learning. 45 students learning French in high school were video recorded while performing an oral production task. The videos were next uploaded to a private YouTube channel and the annotation tool was used to highlight student’s mistakes. Two distinct methods of correcting learners’ errors were used in the process. Next, a questionnaire was administered in order to determine which of the proposed ways of correcting erroneous utterances was considered more efficient by the subjects and what variables could have influenced learners’ perception of the delayed corrective feedback. Our goal was to determine whether such techniques can be successfully implemented in the case of learners unaccustomed to the use of video recordings in the language classroom.
Źródło:
Romanica Cracoviensia; 2015, 15, 2
2084-3917
Pojawia się w:
Romanica Cracoviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nazwy uczuć w nauczaniu języka francuskiego jako obcego. Badanie określeń intensywności uczuć w kolokacjach
Autorzy:
Cavalla, Cristelle
Powiązania:
https://bibliotekanauki.pl/articles/690412.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
French as a foreign language
affect
intensifier
semantic network
collocational network
French as a foreign language, affect, intensifier, semantic network, collocational network
język francuski jako obcy
emocja
intensyfikator
sieć semantyczna
sieć kolokacyjna
Opis:
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.
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. 
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.
Źródło:
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova; 2017, 2
2451-0491
Pojawia się w:
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
L’anxiété nuisible chez les apprenants du FLE. Le cas des étudiants de la philologie romane en cycle de licence
Autorzy:
Blachowska-Szmigiel, Marzena
Powiązania:
https://bibliotekanauki.pl/articles/911789.pdf
Data publikacji:
2020-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
debilitating language anxiety, teaching French as a foreign language, student
anxiété langagière débilitante, français langue étrangère, étudiant
Opis:
Language anxiety is the feeling of tension and apprehension associated with second / foreign language learning. It manifests itself in two types of emotional reactions: positive (positiveanxiety) and negative (debilitating anxiety). The focus of this article is to explore the debilitating language anxiety of students learning French as a foreign language and to find out its level in thefirst, second and third years of undergraduate studies in Romance philology. The main research problem concerns the need to develop their ability to manage debilitating language anxiety. Forthis purpose, the findings of a FLCAS questionnaire are presented
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 1; 7-21
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Apprendre à raconter. Développement «incident» de la compétence narrative en français chez des apprenants polonophones débutants à intermédiaires
Nauczyć się opowiadać. O „przypadkowym” rozwoju kompetencji narracyjnej w języku francuskim u uczniów polskich
Autorzy:
Paprocka-Pitrowska, Urszula
Powiązania:
https://bibliotekanauki.pl/articles/1954783.pdf
Data publikacji:
2001
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
akwizycja języków obcych
nauczanie/uczenie się języka obcego
narracja
francuski jako język obcy
kompetencja narracyjna
acquisition of foreign languages
leaching/learning of foreign language
French as foreign language
narrative competence
Opis:
Artykuł – oparty na materiale empirycznym zebranym w drodze czteroletnich badań – opisuje, jak grupa polskich uczniów-licealistów zdobywa kompetencję językową w zakresie budowy narracji w języku obcym (język francuski jako obcy). Analizując program nauczania pod względem rozwijania zdolności narracji oraz realną kompetencje narracyjną obserwowanych uczniów, autorka stara się zarejestrować kolejne stadia rozwoju tego typu kompetencji, opisać kolejne trudności w jej zdobywaniu oraz dotrzeć do ich przyczyn.
Źródło:
Roczniki Humanistyczne; 2001, 49, 5; 137-157
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Poésie en classe du français langue étrangère – contribution au développement des compétences linguistiques et culturelles
Poetry in the Didactics of French as a Foreign language: Contribution to the Development of Linguistic and Cultural Competences
Autorzy:
Kalinowska, Ewa
Powiązania:
https://bibliotekanauki.pl/chapters/966989.pdf
Data publikacji:
2020-03-20
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
français langue étrangère
didactique
littérature d’expression française
poésie de langue française
didactics
French as a foreign language
French-language literature
French-language poetry
Opis:
This paper explores the issue of teaching foreign literature – especially poetry – during the foreign language classes. Indeed teaching of literature/poetry as a part of a foreign language education remains a vehemently debated issue. Which and whose poetry should be taught? How should it be taught? What role should the learners’ culture play in the acquisition of knowledge of the French-language poetry? How can the French language teachers learn the skill of incorporating poetry into their teaching of French as a foreign language? And how can they develop the learners both linguistic and cultural competence? Those questions are to be answered in the paper.
Źródło:
Quand regarder fait lire. Nouveaux défis dans l’enseignement des littératures de langue française. Pluralités européennes, n° 1/27; 77-88
9788323541035
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
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
The role of informal learning of French as a foreign language in stimulating the metacognitive (self-)awareness of French philology students. Example of French-language films and series
Autorzy:
Grabowska, Monika Ewa
Powiązania:
https://bibliotekanauki.pl/articles/15582184.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
informal learning
learning beyond the classroom
French as a foreign language
French philology
films & series
awareness
self-awareness
metacognition
Opis:
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.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 87-106
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Les micro-récits de Delerm pour un nourrissage culturel effectif en classe de FLE
Delerm’s micro-stories for effective cultural nourishment in FFL classroom
Autorzy:
Martinez, Christine
Powiązania:
https://bibliotekanauki.pl/articles/16470829.pdf
Data publikacji:
2022-11-07
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
cultural
Delerm
French as a foreign language
learners’ skills
micro-stories
kultura
francuski jako język obcy
kompetencje
mikronarracja
Opis:
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.
Źródło:
Neofilolog; 2022, 59/1; 83-94
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Théorie et pratique de l’enseignement de la phraséologie liée aux sentiments en FLE
The Theory and Practice of Teaching the Phraseology of the Lexicon of Affects in French as a Foreign Language
Autorzy:
Bidarmaghz, Raha
Powiązania:
https://bibliotekanauki.pl/articles/31339778.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
phraséologie
lexique des sentiments
didactique du FLE
phraseology
lexicon of feeling
didactics of French as a foreign language
Opis:
Cet article se situe dans la perspective d’une nouvelle approche lexicale du FLE portant sur les émotions et les sentiments. De façon plus précise, nous aborderons la question de l’enseignement de la phraséologie en contexte de FLE particulièrement la phraséologie liée aux sentiments et aux émotions. Deux branches principales de recherche en linguistique situent les travaux auxquels nous nous référons : d’une part la lexicologie du point de vue de la combinatoire des unités lexicales et d’autre part les grammaires de construction. Les deux branches ont en commun d’accorder une attention particulière aux unités phraséologiques. Pour ce faire, nous commençons par un tour d’horizon terminologique et méthodologique sur les unités phraséologiques. Nous présentons ensuite le modèle fonctionnel de Novakova, que nous tenterons d’appliquer au lexique des transactions commerciales. Enfin nous reviendrons à la démarche didactique proposée par (Cavalla et Labre, 2009), et nous illustrerons la phraséologie du lexique en matière de transactions commerciales.
This article is situated in the perspective of a new lexical approach to French as a foreign language dealing with emotions and feelings. More specifically, we will address the issue of teaching phraseology in the context of FLE, particularly phraseology related to feelings. Two main branches of research in linguistics situate the work to which we refer: on the one hand – lexicology from the point of view of the combinatorics of lexical units, and on the other hand – construction grammar. Both branches have in common paying particular attention to phraseological units. To do this, we begin with a terminological and methodological overview of phraseological units. We then present Novakova’s functional model, which we will try to apply to the lexicon of commercial transactions. Finally, we will return to the didactic approach proposed by Cavalla and Labre (2009), and we will illustrate the phraseology of the lexicon in terms of commercial transactions.
Źródło:
Acta Universitatis Lodziensis. Folia Litteraria Romanica; 2023, 18; 123-146
1505-9065
2449-8831
Pojawia się w:
Acta Universitatis Lodziensis. Folia Litteraria Romanica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Quand une grammaire fait sens : appréhension de la valeur modale du conditionnel par les apprenants hébréophones de FLE en contexte universitaire
When Grammar Makes Sense: Apprehension of Conditional Modalities by Hebrew-Speakers Learning French as a Foreign Language in an Academic Context
Autorzy:
Adler, Silvia
Dotan, Isabelle
Powiązania:
https://bibliotekanauki.pl/articles/2016210.pdf
Data publikacji:
2020
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
conditional modality
French as a foreign language
L1 (source language) – L2 (target language) discrepancies
TAM (tense-aspect-mood)
Hebrew
Opis:
In line with our previous work on L1 (Hebrew, as the source language)/L2 (French, as the target language) TAM (time-aspect-mood) discrepancies in FFL classes in Israel – for instance, divergences related to the past tense system – the present paper pursues the study of the conditional mood, especially the study of the semantics related to its modalities. If Hebrew-speaking learners of FFL assimilate effectively theoretical aspects relevant to conditional modalities, they struggle to put this knowledge into practice. The reason is that, just like for indicative compound tenses expressing an extra level of completion or anteriority, Hebrew uses lexical denotation (adverbial expressions) instead of morphological devices. While reviewing the discrepancies between L1 and L2 relevant to the use of linguistic modality, this paper aims at rendering accessible – through a metaphorization of modality by means of linguistic approximation – French conditional modalities to Hebrew-speaking students, for whom the most natural option of meaning expression is the use of lexical components instead of verbal morphology.
Źródło:
Academic Journal of Modern Philology; 2020, 9; 11-22
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ocenianie kompetencji studentów – przyszłych nauczycieli języka obcego przez nauczycieli – opiekunów praktyk
Evaluation of the competence of student teachers of foreign language by their teachers/teaching practice supervisors, on the example of French
Autorzy:
Grabowska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/442941.pdf
Data publikacji:
2019-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
assessment
foreign language teachers’ competences
teaching practice
French as a foreign language
ocenianie
kompetencje nauczyciela języka obcego
praktyki nauczycielskie
język francuski jako obcy
Opis:
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.
Źródło:
Neofilolog; 2019, 53/2; 195-211
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
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