The paper focuses on the development of the listening comprehension of advanced students of French as a foreign language and concerns current affairs radio programs. It presents the main conclusions discussed with reference to one of the problems researched within a larger academic project conducted from 2010 to 2013. The aim of the paper is to determine some essential principles that should guide the development of questions in the pre-listening stage so that, during the subsequent while-listening stage, they could foster the individual comprehension process. The conclusions emphasize the relationship between the form and function of these pre-listening stage questions and the quality of cognitive and communicative actions performed by the listeners.
The research presented in the paper is a part of the project carried out at the Institute of Romance Languages and Literatures at the University of Adam Mickiewicz in Poznań.The research aims at determining the underdeveloped areas of advanced learners' listening skills. The ultimate objective of our research is the development of discursive approach toward teaching and learning (Górecka, Wilczyńska, Wojciechowska in press).The study focuses on analyzing writing strategies used by students in the task of summarizing the chosen sequences of media debates in the radio program Le téléphone sonne. We claim that the way the students formulate their answers can reveal, to some extent, the diffi culties they encounter in analyzing and
The aim of the article is to present the theoretical foundations underlying our didactic work, part of the European project DECLAME’FLE, and its objectives. The proposed reflection concerns the possibility of developing reading practices in FL among readers who are learners of French as a foreign language. The chosen approach exploits the concept of so-called literary reading, oriented towards a theoretical-aesthetic analysis of the text. In the school context, this analysis and interpretation is usually done in dialogue with other readers. However, in the case of personal reading, the reader-learner chooses their texts freely and is not supervised in the activity. We argue that media resources can be an effectively used by learners in their reading and in the analytical and reflective tasks that follow. Based on observation categories from discourse analysis and with reference to research on literary reading, we propose exercises for (future) teachers of French as a foreign language. Their aim is to model the reading of journalist and popular critical discourse in order to draw information from it about the book, the author and the presence of the book in the public space, observe the discourse strategies used and integrate them, in order to be able to talk about reading experiences and make presentations of appreciation of texts.
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