Department of French Language Teaching (2003 - Present)
French Language Training
French Teaching, Nantes, Nantes, France
One way to develop language skills in FFL (French as a foreign language) learners is to surround them with authentic materials. This study aimed at enhancing the listening and speaking skills of Iranian FFL learners through the integration of MALL (Mobile-assisted language learning) in the form of podcasts into FFL courses. The main advantage of integrating authentic podcasts as an educational instrument lies in the variety, accessibility, and the rich content it provides. Repeated measure analysis of variances was administered to find out any significant change in the level of listening and speaking skills of the participants throughout five sessions. At the end of each session, a self-evaluation survey was implemented to evaluate the part
The relationship between teaching/learning procedure and culture has attracted the attention of teaching experts during the last few decades; according to these researchers, teaching/learning procedure is a phenomenon which is formed in the context of society and is controlled by cultural factors and variables: this is why the effects of cultural variables on teaching/learning procedure cannot be overlooked. Thus, the current research aims to study the cultural characteristics of Iranian language learners on the one hand, and explore the possibility of changing these cultural characteristics on the other hand. In order to achieve the research goals and finding an efficient, practical pattern in French language teaching/learning procedure, t
L’av?nement des technologies de l’information et de la communication (TIC) dans la vie quotidienne et professionnelle nous pousse ? profiter des avantages de l’acc?s ? ces outils dans le domaine de l’enseignement et l’apprentissage du fran?ais en Iran. Les TIC nous conduisent ? une nouvelle interp?n?tration des lieux et des pratiques de formation. Gr?ce aux classes invers?es, les contextes traversent les quatre murs de la classe. La fa?on de ?faire la classe? se transforme en un mod?le plus pratique encourageant des m?thodes p?dagogiques et des activit?s interactives pendant le temps pr?cieux de la classe. Le partage des savoirs, la r?gulation de l’apprentissage par des partenaires p?dagogiques et l’interactivit? augmentent da
The neurolinguistic approach (NLA) is a new pedagogical approach to foreign language learning conceptualized by Netten & Germain in 1997 in Canada. This pedagogical approach is based on recent researches in neurolinguistics, especially Michel Paradis’s neuro-linguistic theory of bilingualism. The NLA started to be used outside Canadian territories for teaching learning of French as a foreign language (FFL) both in institutional and academic setting starting from 2010. Before that, the NLA was used-and still is-in Canada as the basic approach of the intensive French program (FI) for young English-speaking and adolescents from 11 to 17 years old in school context. In NLA, the main principle is to develop the ability to communicate orally wi
L’Approche Neurolinguistique (ANL) a ?t? con?ue par deux chercheurs/professeurs canadiens, Netten et Germain en 1997 au Canada. ? l’heure actuelle (2018), l’ANL s’ est r?pandue dans diff?rents milieux, en Chine, au Japon, en Taiwan et en France tant dans le milieu institutionnel qu’universitaire. Les strat?gies d’enseignement pr?n?es dans l’ANL d?coulent notamment des neurosciences, en particulier, de la th?orie neurolinguistique du bilinguisme de Paradis. Dans l’ANL, la primaut? est accord?e au d?veloppement de la grammaire interne (habilet? ? communiquer ? l’oral) sans passer par le long d?tour du savoir explicite sur la langue. Dans cet article, nous cherchons ? savoir quels sont les r?sultats de l’ANL dans le context
For a long time ago, man has sought to understand the mental processes in reasoning, decision making, learning and other mental activities. But the scientific study of the human mind began a few decades ago with the advent of cognitive science. In order to be update and have access to new developments, some sciences tend to cognitive science as the use of the term ‘cognitive’shows it and amongst them we can mention ‘cognitive psychology’,‘cognitive linguistics’,‘cognitive neuroscience’, and so on. Language teaching, as an interdisciplinary science, should take advantage of contributions from cognitive science to develop and to use them in practice. At first, it may seem a little hard to make a direct link between language te
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