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The purpose of this contribution is to deepen the interdisciplinary approaches adopted in university pedagogy dedicated to the teaching of French as a foreign language (FLE), paying particular attention to the training of teachers. By favoring originality and applicability, we offer a careful study, supported by concrete experiences and practical cases. Based on an exhaustive analysis of the scientific literature, this essay explores three main axes of interpretation: (1) the integration of emerging technologies in the teaching of FLE, (2) the cultural and social dimension inherent to learning of FLE, and (3) innovative approaches in the evaluation and measurement of linguistic skills in FLE. This research enriches the field of university pedagogy by offering innovative perspectives and highlighting the importance of interdisciplinarity in the training of FLE teachers. The results presented open new perspectives for future investigations in this constantly evolving field.

Copyright of Etudes Romanes de Brno is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In foreign language teaching, socio-linguistic competence, socio-cultural competence and intercultural competence is one of the most important skills that learners are supposed to acquire. Defi coursebook is designed for learners who learn French as a foreign language. In this study, inclusion of cultural elements in French coursebooks Defi A1 and A2 has been analyzed in four cultural aspect categories which are “product, person, practise and perspective”. In the study, descriptive content analysis method has been used. The units have been evaluated in terms of cultural content and theme, then those themes are categorized according to those four subcategories. The number of themes under each category have been cross-sectionally compared. Most common cultural theme in A1 level is found to be product, practise, perspective and person from the highest to the lowest respectively. As for A2 level distribution of subcategories “person” was found to be highest then product. Perspective and practise at this level was found to be equally distributed and less than person and product. [ABSTRACT FROM AUTHOR]

Using Humor in French as a Foreign Language Class: A case study with comics Since the emergence of the communicative and then task-based approach in foreign language teaching, humor has been left aside to the benefit of an “efficient” language perspective. This vision limits the language to a communication tool and forgets all the implicit and cultural weight any language act supposes, as has established Bougherra in 2007 by defending an “esthetical- ludic-referential competence”. This paper proposes to introduce humor in a French class for foreigners through a didactic activity field tested, easy to build and to adapt in different teaching contexts, operable from the beginner level to the advanced one. The project uses the website birdsdessines.fr, which publishes every day new comics created by any user and at the same time offers a very user- friendly content creation tool. Guiding the learners into it step by step, starting from understanding those comics and arriving at creating some new ones, will allow them to discover and understand different humor types, but also reproduce them. We will present three different educational uses based on this website, implemented in two Italian universities in groups going from the beginners to the B1 level. We will observe how the learners familiarize themselves with humor’s presence in their language path, understand its mechanism, and finally manipulate it themselves in the foreign language. Finally, we will verify that the learners have developed a true capacity for understanding and creating humor, but also that their relation to the learning process has been positively impacted, by analyzing the comics they produced. Since this project has been carried out on a small scale, we intend to inspire foreign language teachers to reproduce it and hopefully confirm our results. Thus, we aim to demonstrate how it is possible and beneficial to expand the existing pedagogical approaches by including a true “humor competence”, as defined by Harakchiyska and Borisova as a transversal capacity to understand, react to and produce jokes. ________________________________________________ Résumé Depuis l’avènement des approches communicatives et actionnelles dans l’enseignement des langues étrangères, l'humour a été laissé de côté au profit d’une vision “efficace” de la langue. Cet article se propose de l’introduire en classe de FLE à travers une activité didactique, simple à mettre en place et à adapter à des contextes d’enseignement différents, et ce dès le niveau débutant. Grâce au site birdsdessines.fr, qui publie quotidiennement des bandes dessinées créées par les utilisateurs inscrits et met à disposition un outil de création très facile à prendre en main, les apprenants peuvent découvrir et comprendre différents types d’humour, mais aussi chercher à les reproduire ou à en créer d’autres. Nous présenterons donc trois exploitations pédagogiques différentes basées sur ce site, mises en œuvre dans deux universités italiennes auprès de groupes allant du niveau débutant complet au B1. Ces exploitations permettent d’habituer progressivement les apprenants à la présence du comique dans leur parcours linguistique, de leur en faire comprendre les mécanismes, et de les conduire à le manipuler eux-mêmes en langue étrangère. Nous constaterons au terme de ces parcours que les apprenants développent non seulement une réelle capacité de compréhension et de production de l’humour dans la langue étrangère, mais aussi que leur rapport à l’apprentissage de la langue en est affecté positivement. Nous invitons ainsi les enseignants de FLE à s’inspirer de ces séquences et espérons montrer comment il est possible et souhaitable d’élargir les approches pédagogiques actuelles pour y intégrer une véritable “compétence humoristique”. Mots clés: Français Langue Étrangère ; Bande dessinée ; BirdsDessinés ; Rire ; Efficacité pédagogique ; Enseignement des langues ; Humoristique

Reading is an important element of independent work on the language, but offering students additional reading to improve their linguistic and cultural competences is an extremely difficult task, due to the evolving tastes of young people and the variability of the media they use. Given the popularity of manga and digital comics in France, Romance philology students were asked to read a series selected from the webtoons.com/fr platform in French. A survey was then carried out to find out their views on how this tool could be used in French language learning. The results of the survey clearly indicate that the webtoons.com/fr platform can be used as an effective tool for learning French. According to the respondents, reading the selected series allowed them, above all, to develop lexical resources and was also an enjoyable pastime that increased motivation to learn the language. Students also paid attention to the combination of word and image, appreciating both the aesthetic and practical side of reading digital comics. Finally, the practicality of using the platform, its ease of use and accessibility was emphasised. [ABSTRACT FROM AUTHOR]

Many didacticians (cf. Naturel 1995; Cuq et Gruca 2005; Riquois 2019; Fiévet 2013; Defays et al. 2014; Godard 2015) are of the opinion that literary texts have the potential to develop not only linguistic, cultural, and aesthetic competences, but also intellectual competences of the learners thanks to the migration of imagination that is created by their reading experience. In French as a foreign language textbooks, which are primarily based on communicative competence, reading of literary texts have often been marginalized. This article reflects on the question of whether teachers of French as a foreign language at Czech eight-year grammar schools perceive literary texts as a tool for the development of socio-cultural contexts and for the overall improvement of the key skills of their learners. The present text proposes an interpretation of the results of the questionnaire that took place in March and April 2022, as well as a reflection on the role of reading literary texts in French as a foreign language classrooms from the perspective of teachers.

Study of Intralinguistic Interference in FLE: The Impact of Homographs and Pronouns on the Learning of Complements and Definite Articles at Osun State University-Nigeria Linguistic interference is a psycholinguistic phenomenon which slows down the learning process of the target language due to the existing similarities between it (L2) and the one already acquired (L1). Many research works had been carried out on linguistic transfer and interference. However, among those works, only a significant few have underscored the intra-linguistic interference as a trap associated with understanding the homographs, personal pronoun complements and definite articles in the class of French as a foreign language FLE. Therefore, this paper evaluates the grammatical implications that the distinctions between le, la, la les as personal pronoun complements and definite articles in Allah n’est pas obligé by Ahmadou Kourouma have on Anglophone French learners. The theoretical framework adopted to foreground our claims is linguistic transfer and interference. Percentage (%) is the scale used to interpret their performance while data are analysed based on textual analysis. The text is purposively selected to situate our analysis in the context of a postcolonial Francophone African literary text whose learning is always complicated among Anglophone and Yorubaphone French learners. Five questions were asked to evaluate the language skills of the seventy-five (75) third-year students at Osun State University across twenty corpora drawn from the work. The morpho-phonetic similarities between the definite articles and the personal pronoun complement inhibit the comprehension of instructional materials. In conclusion, contextual interpretation and more rigorous study of the grammatical subject matters are suggested to both teachers and learners, respectively, to eliminate the confusion associated with the teaching and learning of the homographs. To significantly improve academic performance among non-French-speaking learners, authorities should implement the pragmatic interventions outlined in this article, involving teaching professionals and learners alike.

It has been suggested that Content and Language Integrated Learning (CLIL) positively affects learners’ content-related vocabulary. While CLIL has become increasingly popular throughout Spain, the language of instruction in this learning environment has predominantly been English, largely to the neglect of other languages. Calls have consequently been made to conduct comparative research across other languages to better understand the strengths and weaknesses of CLIL irrespective of the language of instruction. In addition, female learners have been found to outperform males in areas of vocabulary such as lexical availability (LA) in English. However, given suggestions that CLIL may blur gender differences, it is unclear whether this difference is also found in a multilingual CLIL context. This study thus aims to determine whether an English advantage is observed in LA in a multilingual CLIL environment, and whether this advantage varies in male and female learners. Results indicate that there is a clear dominance in English over French, regardless of gender. However, analysis across different grades reveals that CLIL instruction has a clear effect on the students’ LA in different languages, but in different ways for male and female learners. The findings are of key importance to CLIL stakeholders wishing to support male and female learners in multilingual classrooms.

Formulas like Ah, ça ! and Tu parles ! have a specific intonation related to their meaning. Therefore, it is important that learners of French as a foreign language can access it. The paper talks about the importance of prosody in conveying the meaning of formulas. Starting from the observation that dictionaries do not systematically offer a prosodic description of formulas and that the corpora are difficult to use by learners, the study offers some thoughts on the lexicographic treatment of the prosody of polysemous formulas.

This article, part of the Didactics of Languages-Cultures, focuses on the analysis of the strategies adopted by French language teachers working in the Department of Letters and Foreign Languages at the University of TISSEMSILT - Algeria, and this, in order to identify their perceptions regarding the use of the intercultural approach in the classroom. To this end, we will resort to a field survey through the realization of semi-structured interviews followed by an analysis of classroom practices.

in light of the discontinuity between the objectives assigned by language policies in Greece and their implementation in the teaching of French as a foreign language in public schools, this article will consider, from the point of view of the teacher of French as a foreign language, the in-between stance as a possible way of giving another meaning to difference and to teaching to facilitate learning. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Investigación Filológica is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores two under-researched types of corpora for use in data-driven learning (DDL): L2 corpora (i.e. in a second or foreign language) and multimodal corpora. It first outlines the development of FLEURON, a dedicated DDL platform designed to support interactional competence in French as a Foreign Language (FFL), based on multimodal corpora of both native and L2 speakers. It then presents an ecological study of how 19 international FFL learners interacted with the platform in a DDL approach at the University of Lorraine. The analysis highlights how L2 corpora in particular can help learners to improve their awareness of complex phenomena related to conversational narratives by engaging their meta-cognitive strategies during their time abroad. The study thus reveals the potential for integrating an L2 component among the range of resources available for teaching and learning spoken interaction. [ABSTRACT FROM AUTHOR]

In this paper we deal with the issue of teaching foreign language grammar using literature in secondary schools. The aim of this paper is to propose and provide teachers of French as a foreign language with effective and practical didactic recommendations for teaching the past tenses in French through authentic literary text. Working with a literary text has the potential to contribute to the learner's self-development, to the development of his/her reading and language skills, to the development of critical thinking and other important aspects of his/her personality. The literary text chosen is the Quebec short story "Le petit bonhomme de graisse", which meets the criteria for selecting a text for didactic purposes in terms of content and scope. From a linguodidactic point of view, it corresponds to the language level B1 according to the CEFR, at which the learners are confronted with the chosen grammatical phenomenon and the problem of its application in communicative practice. When developing proposals for didactic procedure for working with the selected text, we come out from Rafajlovičová's research of the assessment of grammatical competence from the year 2016, which shows that the application ability of foreign language learners is significantly lower in comparison with the mechanical formation of grammatical forms. The partial aim of this paper is to contribute to the development of grammatical competence and its application to learners' communicational practice. In proposing activities related to authentic literary text, we take into account Slovak learners in Slovak schools, but nevertheless these proposals are applicable in the educational system of other countries, where French is taught as a foreign language. The topic of past tenses in French is one of the most difficult phenomenon to learn and use in communication, as the Slovak language operates with a different grammatical system. The proposed activities serve for effective teaching and acquisition of past tenses in French, not only their formation, but also their application to common communicative situations. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Youth literature allows for the exploration of linguistic and cultural elements, guiding learners to develop their oral interaction skills and critical thinking in the face of sensitive topics such as coexistence, differences, tolerance, xenophobia, and racism. The UNESCO (2010) considers the learning of living together as a fundamental educational mission. Starting from the premise that these values can be embraced by educational systems, this paper examines the effect of storytelling on the development of language and social skills among French as a foreign language learners. The researchers focus on middle school students who are learning French as a foreign language, aiming to address the following question: To what extent does storytelling facilitate the advancement of language acquisition as well as socialization and coexistence skills among the target group? Approaching this, the French textbook designed for middle school students in Algeria is examined, revealing the motives behind the various selections found in the book in order to support our argument. A total of 23 students were given a pre-test to evaluate their level of socialization. After completing three storytelling sessions, a post-test was conducted to assess student's level of socialization. The findings indicate that examining narratives that focus on various social and civic principles is crucial since they affect students' perspectives. The fact that underlines storytelling's role in enhancing students' ability to coexist harmoniously. The results reveal that the study of narratives conveying various social and civic values had a significant impact on the observed students' perceptions. By exploring tales that convey these values, we observed noticeable changes in how students grasp the concepts of respect, responsibility, and cooperation within the educational and social community.

The goal of the paper is to present our experience in organizing speaking activities on Padlet as a part of online French phonetics exercises during the summer semester of 2020/21 at the Faculty of Philosophy, University of Novi Sad. The proposed activities on Padlet (oral presentation on a favorite Francophone song, destination, and film) were primarily aimed at determining possible phonetic-phonological and morpho-phonological students’ mistakes in their oral presentation. The collected audio-corpus was analyzed using the perceptive and descriptive methods, where the teacher, after carefully listening to all the recordings, singled out the most common phonetic-phonological errors, which he/she would then point out to each student individually via electronic correspondence (in the form of a text and, if necessary, audio comments), followed by a unified analysis of the common mistakes and exercises based on the principle of the articulatory method of phonetic correction in synchronous online classes on Zoom. The analysis of the collected audio-corpus and the pedagogical implications of the obtained results are shown on the example of the typology of the most frequently observed mistakes in the production of nasal vowels (/ɑ͂/, /ɛ̃/, /ɔ͂/). Our paper also presents the results of a qualitative research conducted among students on the use of Padlet for the above purposes, in which they spoke positively about this digital tool and gave us useful feedback that will help us in our future work.

Instrumentation and Instrumentalization of The Video Document in FFL Class: Example of a didactic sequence The primary objective of the research is to showcase, by employing a didacticization instance involving an authentic video document, the considerable significance, and the valuable contributions of the theory of instrumental genesis in comprehending and analyzing this intricate process. This study accurately delineates the stages involved in didacticization, emphasizing that it results from a dual-faceted process of instrumentalization and instrumentation. Within the realm of instrumentalization, the didactician strategically appropriates the video document for didactic purposes by activating their cognitive schemas. This transformative act turns the video into an instrument – a didactic sequence laden with the teaching strategies envisioned by the designer. Various factors stimulate the activation of these schemas within the designer's strategic repertoire, including age, didactic representations, experiential background, and personal history. The intricate interplay of these elements shapes the didacticization process, highlighting the dynamic nature of instructional design. Simultaneously, the research delves into the instrumentation process, which is contingent upon the inherent nature and content of the video document, as well as the educational level and sociocultural characteristics of the learners. This dual-process framework sheds light on the multifaceted dimensions of didacticization, encompassing both the cognitive processes of the didactician and the contextual elements influencing the instructional material. By elucidating these two interconnected processes, the research aims to raise awareness among didacticians, fostering introspection and self-evaluation for designers of didactic sequences utilizing video support. In an era marked by the diversification and modernization of methods for creating and disseminating video materials, the study posits that its analytical approach to the process of instrumental genesis remains pertinent and applicable, even in the context of contemporary distribution formats such as videos generated by artificial intelligence. Moreover, the research contends that within the domain of FFL (French as a Foreign Language) didactics, this theoretical framework can be harnessed to scrutinize the learner's assimilation process of the didactic sequence and the ensuing knowledge acquisition after the completion of the instructional activity. In essence, the research underscores the enduring relevance and adaptability of the theory of instrumental genesis in the evolving landscape of instructional design and technology.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Language Learning in Higher Education is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The ongoing debate on code switching (CS) in multilingual societies and Foreign Language (FL) classes is still relevant and worth considering. This linguistic phenomenon simply refers to altering from one language to another during speech and writing (Richards and Schmidt 2013). While some authorities propose that interactions between learners and instructors in the FL class be carried out only in the target language, other opinions favour a careful blend of both target and source languages. Ghana, a multilingual country in West Africa, adopted English as its official language during the colonial era. French was later introduced to promote regional integration among Ghana and her neighbours, especially since Ghana is greatly surrounded by francophone countries within the subregion (Gandolfi et al. 2021). French has since then been the second most widely taught FL in the country, with a presence in almost all stages of the Ghanaian academic trajectory. This multilingual position of Ghana makes it common to find elements of CS present in FL classrooms, where both instructors and learners occasionally resort to English for instructional conversations (Chachu 2016). This study focuses on university students’ perceptions of CS between English as the source language and French as a foreign language (FFL) during the instruction of the latter. Some frameworks for teaching and learning FFL in Ghana prefer that the language of instruction and interaction be limited to the target language only (Soku and Azanku 2015). The Common European Framework of References for Languages (CEFR) however, suggests the possible use of CS for purposes of instruction when there are favourable conditions (Council of Europe 2001). To identify the roles of CS and investigate FL students’ opinions on this, our data was gathered from classroom observations and questionnaires that had both Likert scale and open-ended questions. This was at the end of their first semester of studying university-level FFL. It was observed that CS plays a significant role in the understanding of linguistic concepts and greatly improves students’ engagement and participation in the FL class. Of the 36 respondents, 34 felt their academic needs were met when the language of instruction and interaction alternated between French and English. Twenty-nine students reported losing focus easily in the FFL class in instances where the medium of interaction was limited to French alone, while 26 reported feeling nervous whenever they were asked to only communicate in French. For metalinguistic aspects of the language, 33 students, constituting 91.7% were of the view that a careful blend of English and French could go a long way to aid their understanding and foster the learning of grammatical concepts. Generally, students attested to better retention of vocabulary in the target language when there was a good blend of both languages. It is recommended therefore that language instructors resort periodically to CS to ensure understanding and engagement from students. CS also helps learners have the opportunity to intervene with their limited linguistic structures when they are faced with linguistic challenges in the FL classroom. Click here to read the corresponding ISSOTL blog post.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reports on the innovative design of an autonomy workshop that allowed us to accommodate the very diverse social and learning background of our students. We based the inclusive strategies on the Universal Design for Instruction (UDI) (Scott and Edwards 2018) and specifically worked on the choice of tools, the task creation process and the method of instruction. This design also help foster learners' autonomy and their digital literacy, alongside most traditional language-related goals. [ABSTRACT FROM AUTHOR]

Copyright of Applied Linguistics / Taikomoji Kalbotyra is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Language, Interaction & Acquisition / Langage, Interaction et Acquisition is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studies in Contrastive Grammar / Studii de Gramatica Contrastiva is the property of Universitatea din Pitesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Formulas like Ah, ça ! and Tu parles ! have a specific intonation related to their meaning. Therefore, it is important that learners of French as a foreign language can access it. The paper talks about the importance of prosody in conveying the meaning of formulas. Starting from the observation that dictionaries do not systematically offer a prosodic description of formulas and that the corpora are difficult to use by learners, the study offers some thoughts on the lexicographic treatment of the prosody of polysemous formulas. [ABSTRACT FROM AUTHOR]

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A scientific literature review on the assessment of second and foreign language students' productive vocabulary shows that whereas there are proposals for tests based on various criteria and analysing different dimensions for the English language as a second/foreign language, for the French language there are not so many options. This study which proposes an adaptation of the English Lex30 test to French designed by Meara and Fitzpatrick (2000) aims to fill the existing gap in this field. The results of the pilot study carried out with 61 Spanish participants studying French in an official language school confirm the validity of the French adaptation of the Lex30: students in advanced levels produce more words than those in less advanced levels, but differences are not significant between all groups. The test also shows a medium level of concurrent validity and correlations in the test-retest and parallel forms are very strong. Therefore, the Lex30-F is considered a valid tool for the assessment of productive vocabulary in French. Finally, we present some proposals for future research in the conclusions. [ABSTRACT FROM AUTHOR]

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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. [ABSTRACT FROM AUTHOR]

Today's FLE teacher is faced with new challenges in terms of teaching, as students have access to all kinds of information, thanks to the Internet. The teacher's current objective is to develop his or her pupils' intellectual capacities and critical thinking in a foreign language. Our article proposes a possible model for critical thinking: Motivation - Understanding - Reflection. Motivation becomes the basis for assimilating new knowledge, comprehension enables information to be actively obtained and reflection aims to summarise and systematise new knowledge. To make the three-phase model easier to understand, we add suggestions for exercises that we use in our classroom activities, for each stage and for each age level of pupils (primary school, secondary school and high school).

This article raises the problem of errors made by Arabic-speaking Algerian learners when learning French as a foreign language. This investigation, contained within the framework of contrastive linguistics and sociodidactics, is not limited to an analogical description of errors and interferences but illustrates a possible pedagogical intervention aiming at remedying these learning difficulties after having analysed them and identified the reasons behind their prominence.

En tant que phénomène psychologique, la projection suppose la perception des éléments du réel au travers des ressentis que l’individu porte en soi, sans pour autant être en mesure de les reconnaître comme propres. La recherche-intervention exploratoire que cet article présente, postule que la projection a un rôle au sein de l’interaction didactique, au cours de laquelle, un.e enseignant.e de langue assure une pratique pédagogique de médiation, en vue d’accompagner un processus d’apprentissage, auprès d’apprenant.e.s. Ainsi, l’influence de la projection sur l’agir professoral d’un.e enseignant.e, pourrait favoriser ou constituer un obstacle à la facilitation des processus d’apprentissage d’une langue, tels qu’ils sont caractérisés par la recherche en acquisition des langues. Dès lors, comment saisir ces phénomènes de projection pour en mesurer l’importance et y sensibiliser les enseignant.es novices ? Pour cette recherche-intervention exploratoire, un dispositif expérimental longitudinal de repérage et de prise de conscience des phénomènes de projection a été implémenté dans le cadre d’une formation de première année de master de didactique des langues, au sein d’une université francilienne, au cours de l’année universitaire 2020-2021, auprès de six étudiant.e.s (n = 6) de la cohorte (n = 93). L’analyse du dispositif (genèse, positionnement épistémologique et méthodologique) sera croisée avec l’analyse des premières données produites par les participant.e.s. Ce croisement nous permettra de déterminer la pertinence de cet outil de formation et de recherche tour à tour pour l’étude et la sensibilisation à l’influence de la projection sur les pratiques enseignantes.

The integration of corpora for language teaching and learning is still not common in the professional practices of teachers and trainers, nor in learners’ language learning activities, particularly in the context of French as a foreign language (FFL). This paper aims to offer a comprehensive outline of the process involved in constructing a corpus of interactions for didactic purposes. It addresses issues related to the corpus, its collection and processing, and those related to the support of didactic innovation. The objective is to propose a transposition and exploitation of research and tools developed in the FLEURON project so that they can be used by non-specialists.

As part of an artistic project combining writing and photography, we asked our students, future teachers of French as a foreign language, to tell and then write a story that had been passed down in their family from generation to generation. Drawing on references taken from Linguistics and Discourse Analysis in particular, we submit for analysis the texts and photographs from the "Histoire de famille" section of the "Voir avec tes yeux" project carried out during the 2019-2020 academic year with students in the Master FLE program at the University of Montpellier. Why might the appropriation of a foreign language be the ideal place to work on memory? Probably because it involves turning the neutral words of the foreign language into words for oneself, by transferring and translating part of the memory charge attached to the words of the mother tongue. [ABSTRACT FROM AUTHOR]

Copyright of Synergies France is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies France is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Turquie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Turquie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anales de Filología Francesa is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the text is to describe the didactic discourse in bilingual education i.e. the actions taken by the teacher in biology and chemistry lessons in relation to the terms the student needs to know and assimilate. The description is based on transcriptions of audio recordings of lessons recorded in one of the bilingual high schools in Warsaw. Basing on selected excerpts from the collected corpus, the author i) shows examples of biology and chemistry terms having different forms in Polish and French and ii) defines the teacher's didactic activities, thanks to which the latter helps the students to properly understand and assimilate the elements of field terminology. [ABSTRACT FROM AUTHOR]

Copyright of Per Linguam is the property of University of Stellenbosch, acting through its Dept. of Curriculum Studies in the Faculty of English and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)