Les interrelations entre la recherche sur l’acquisition du français langue étrangère et la didactique du français langue étrangère

Véronique, Daniel

doi:10.4000/aile.1707

Cited by 24 publications

(5 citation statements)

References 21 publications

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“…More ethnographic, practitioner research studies would be useful here to investigate these hypotheses and findings under 'normal' conditions, as well as to study areas of largely under-researched topics such as formative assessment. Similarly, there is a relative dearth of studies of L2 French-related research in teacher education, and a need to develop, as Véronique (2005) has argued in relation to L2 French acquisition research and pedagogy, a more robust theoretical account of the connection between knowledge generated by research and the practice of teaching and learning French.…”

Section: Future Directionsmentioning

confidence: 99%

Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French

Evans

2007

Lang. Teach.

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The large and wide-ranging body of research in French as a second language has contributed significantly to the development of several branches of the broad discipline of applied linguistics. However, there have to date been few attempts to provide a comprehensive account of this literature as a distinct, language-specific body of knowledge. The present overview summarises a large number of studies published since the year 2000 under the twin broad categories of research in L2 French acquisition and research in L2 French teaching and learning. The overview of the studies, representing different epistemological approaches and targeting different research objectives, provides an up-to-date account of the main concerns of L2 French researchers working in different countries. The article also draws out salient themes that link this work (such as insights gained from analysis of the impact of different L1 backgrounds on L2 French acquisition) and highlights differences in L2 French research trends (such as different emphases and perspectives adopted in anglophone and francophone studies).

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Section: Future Directionsmentioning

confidence: 99%

Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French

Evans

2007

Lang. Teach.

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“…Nous constatons que ce modèle est similaire à la proposition fondée par Véronique (1992Véronique ( , 1997. Après avoir examiné les stades d'acquisition d'apprenants suédois de français L2 dans les domaines de l'accord et de la morphologie verbale, du développement du système temps-mode-aspect ainsi que d'autres marqueurs, Bartning & Schlyter (2004) ont implanté six stades d'acquisition du français.…”

Section: Les Six Stades D'après Bartning and Schlyter (Lund Et Interfra)unclassified

The Use of the Pronoun En in the Written Corpus of Allophone Learners

Tekešinović,

Šišić

2023

DHS

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The pronoun en is usually described in the literature as an adverbial pronoun, although the adverbial value is only one of several functions in which it can appear. It is a pronoun whose use is very diverse and complex, which is best seen based on numerous syntactic functions that we will present first in this paper. Then we will emphasize the analysis of examples of its use in the corpus, which includes student works divided into three stages (PI / INT / AH). Our goal is to determine to what extent this pronoun is represented in the mentioned corpus and in which syntactic functions it appears most often, i.e., to what extent students master its use. The analysis will also include those examples in which the use of this pronoun was absent as well as those in which its use is unacceptable.

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“…Par exemple, pour l'Institut international d'études françaises de Strasbourg (IIEF, 2021), chaque palier se franchit en 204 heures de formation, à savoir un semestre (12 semaines à raison de 17 heures de cours par semaine ; voir ADCUEFE/CampusFLE, 2021), alors que pour France Education International (FEI) (Crea-langues, 2021) et Cambridge English Assessment (2021), le développement linguistique est sous-tendu par deux courbes (rythme lent/rythme rapide) avec un nombre d'heures nécessaire de plus en plus important pour passer d'un palier à un autre. De manière générale, le lien entre développement linguistique et proposition horaire dans ces référentiels n'a pas fait l'objet de recherche précise (Véronique, 2005), mais dépend plutôt d'intuitions institutionnelles (Eaton, 2012) et plus largement, concernant les centres de langues, de considérations mercantiles (Huver & Springer, 2011). Cependant, des recherches sur différents programmes de formation donnent quelques indications sur les rythmes d'apprentissage en milieu formel.…”

Section: Couplage Référentiel Et Heures D'enseignementunclassified

Rythmes d’appropriation dans une formation linguistique intensive pour demandeurs d’emploi allophones

Gettliffe¹

2022

lidil

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Les interrelations entre la recherche sur l’acquisition du français langue étrangère et la didactique du français langue étrangère

Abstract: Ce document a été généré automatiquement le 7 septembre 2020. © Tous droits réservés Les interrelations entre la recherche sur l'acquisition du français langue ét...

Cited by 24 publications

References 21 publications

Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French

Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French

The Use of the Pronoun En in the Written Corpus of Allophone Learners

Rythmes d’appropriation dans une formation linguistique intensive pour demandeurs d’emploi allophones

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