Cette thèse a pour objet la problématique de la description et la spécification des niveaux C du Cadre européen commun de référence pour les langues, dits niveaux de l’utilisateur expérimenté [C1 autonome, C2 maîtrise] pour le français. Elle s’inscrit dans la dynamique de référentialisation souhaitée par le Conseil de l’Europe et engagée dans plusieurs pays européens, y compris en France, où les niveaux A et B ont déjà été décrits : B2, J.C. Beacco, S. Bouquet, R. Porquier, [2004], A1, J.C. Beacco, R. Porquier, [2007], A2, J.C. Beacco, S. Lepage, R. Porquier, P. Riba, [2008], B1, J.C. Beacco, B. Blin, E. Houles, S. Lepage, P. Riba, à paraître]. La description des éléments notionnels et fonctionnels des niveaux C1 et C2, genres discursifs, fonctions, notions, catégories morphosyntaxiques, matière graphique, compétences culturelles et stratégies d’apprentissage, a été établie en suivant trois voies méthodologiques, intuitive, expérimentale et d’étalonnage. Elle se focalise sur la recherche des points de césure entre B2, C1 et C2 utiles pour les auteurs de méthodes ou de curriculums, les concepteurs d’examens et les enseignants et elle propose une spécification d’un niveau C2+, didactiquement compatible avec les notions paradoxales de « dernier niveau de langue » et d’apprentissage tout au long de la vie. / This investigation describes and specifies for French the contents of C1 and C2 levels of the Common European Framework of Reference for Languages. It joins in the dynamics wished by the Council of Europe, and engaged in several European countries, including in France, where the levels A and B were already described: B2, J.C. Beacco, S Bouquet, R. Porquier, 2004, A1, J.C. Beacco, R. Porquier, 2007, A2, J.C. Beacco, S Lepage, R. Porquier, p. Riba, 2008, B1, J.C. Beacco, B. Blin, E. Swells, S Lepage, p. Riba, to be published]. The description of the notional and functional elements of C1 and C2 levels: discursive genders, functions, notions, morphosyntactic categories, graphic material, cultural skills and strategies of learning, were established by following methodological, intuitive and experimental ways and by calibration. This investigation focuses on the research of cutscores between B2, C1 and C2, in order to help authors of methods, designers of examinations and teachers, and it proposes a specification of a level C2 +, didactically compatible with the paradoxical notions of " last level " and “learning throughout the life”.

This diploma thesis deals with the issues of numerals in the context of teaching Czech as a foreign language. The theoretical part describes the reasons why numerals are so problematic in the process of teaching and the common methodological recommendations for the teaching of numerals are described here as well. The goal of this thesis is to suggest the most suitable way to teach selected numerals along with the related grammatical cases. Numerals in the chosen textbooks of Czech for foreigners and the analysis of the chosen forms in the CzeSL-SGT learner corpora were analysed for this purpose. The analysis of the corpus helps to define the difficult cases in more detail. Based on the analyses, the worksheets were created for the chosen types of numerals that can be used in the teaching process. These materials also contain recommendations for working with the individual activities.

This is a qualitative study aiming to find out how and why teachers work with art, music and movement in the English subject in the early years. In this study we have conducted a background study of previous research and as a starting point and as a point for reference we have relied on education policy documents like The Common European Framework of Reference for Languages and the Swedish curriculum for the English school subject. Our research has consisted of interviews with six teachers and ten observation occasions in a total of three different primary schools. Our result show that there seems to be a consensus in both theory and praxis when it comes to integrating art, music and movement in learning and teaching of English in the early school years. The use of methods including art, music and movement in early language learning seems to promote the language development for all students but especially for young learners that require extra support for their language development.

La contrefaçon des marques est un phénomène européen et international en constante augmentation, dont la répression nécessite de développer une protection efficace et effective. Durant ces trente dernières années, le législateur européen s’est efforcé de développer un modèle européen harmonisé de lutte contre les contrefaçons de marques, aussi unifié que possible. Le présent travail de recherche a pour objectif de répondre aux questions suivantes. Le modèle européen prévoit-il des instruments efficaces pour lutter contre les contrefaçons de marques? Le cadre normatif dont il est composé nécessite-il des aménagements complémentaires? Dans la mesure où la propension du modèle européen à satisfaire les exigences fixées à l’échelle internationale s’agissant de la mise en oeuvre d’une lutte effective et efficace contre les contrefaçons de marques est constamment mise en doute, se pose la question de l’opportunité d’une reconsidération dudit modèle dans le contexte franco-allemand. D’où la nécessité de mener une étude minutieuse des propositions d’améliroation issues de ces deux systèmes afin d’en estimer la valeur et la viabilité, en gardant à l’esprit qu’une contribution de ce type suppose qu’ils soient préalablement parvenus à trouver un juste équilibre entre compétition et coopération, ce qui n’est pas chose aisée. Se pose alors nécessairement la question de la légitimité du choix du couple franco-allemand pour procéder à une reconsidération de ce type, basée sur les meilleures pratiques des Etats membres, dont les succès en matière de lutte contre la contrefaçon sont connus de longue date. / Trademark infringement is a widespread European and international alarming phenomenon which requires to develop an effective anti-counterfeiting enforcement action. During the last three decades the European legislator has striven to develop a harmonised European model as unified as possible in order to enable the enforcement of trademark rights.The purpose of this present study is to answer the following key questions: Can the European model be seen as an effective enforcement framework? Are the contained regulations sufficient or do they need to be extended? As the effectiveness of the existing European framework is constantly questioned this study will examine the French and German anti-counterfeiting systems, analyse their bidirectional influence and effectiveness and discuss based on this if they can serve as a role model for the creation of an international standard. In a final step this research work will discuss the general legitimacy of such a source of inspiration for the redevelopment of the European model. / Die Markenpiraterie ist ein stetig wachsendes europäisches und internationales Phä-nomen, dessen Bekämpfung ein starkes Bedürfnis nach einem wirksamen und effektiven Schutz hervorruft. Während der letzten 30 Jahre hat sich der europäische Gesetzgeber bemüht, ein har¬monisiertes und somit möglichst weit vereinheitlichtes europäisches Modell zur Be¬kämpfung der Markenpiraterie zu schaffen.Die Dissertation behandelt folgende zentrale Fragestellungen: Enthält das europäische Modell effektive Mittel zur Bekämpfung der Markenpiraterie? Sind die darin enthal¬te-nen Regelungen ausreichend oder benötigen diese Ergänzungen? Da die Fragestellung, ob das europäische Modell dem allgemeinen internationalen Be¬dürfnis nach einer effektiven und wirksamen Bekämpfung der Markenpiraterie nach¬kommt, immer wieder angezweifelt wurde, soll nachfolgend untersucht werden, ob sich die Orientierung am deutsch-französischen Kontext als vorteilhaft für die Schaffung ei¬nes internationalen Standards erweisen könnte. So wird diese Frage zu einer Studie der Möglichkeit einer solchen binationalen Verbindung, die in ihrer Historie tradit¬io¬nel¬lerweise zwischen Kooperation und Konkurrenz schwankt, führen. Zuletzt wird die Le¬gitimität einer solchen Inspirationsquelle, die auf nationalen « best practices » von Staaten, welche sich im Kampf gegen die Markenpiraterie als effizient bewährt haben, be¬ruht, zur Neugestaltung des europäischen Modells in Frage gestellt.

Peut-on, au jour d'aujourd'hui, enseigner une langue en ligne avec la même efficacité et en obtenant le même taux de réussite que dans le cadre d'un enseignement dit "conventionnel" ? Quelles méthodologies didactiques se prêtent le mieux à cette typologie d'enseignement ? Y en a-t-il une seule ou plusieurs ? Voici autant des questions -et bien d'autres - auxquelles nous avons tenté de répondre à travers les recherches menées. Dans une perspective analytico-descriptive, nous avons examiné les outils ainsi que les supports technologiques sur lesquels se fonde l'enseignement en ligne, et qui rendent possible la transmission d'une langue étrangère tant dans sa dimension réceptive que productive, parfois même avec plus de succès que dans le cadre d'un enseignement traditionnel en présence. Pour en témoigner, nous avons analysé un cours en ligne d'italien pour grands débutants francophones, réalisé en milieu universitaire. / Is on-line teaching as efficient and successful as conventional teaching when about teaching a foreign language today? what are the best methodologies for this teaching typology ? Are there many or is there only one? Such are the issues - and even more - on trial in this research work and we have attempted ton find answers. We have examined the training aids as well as the technological supports of on-line teaching with a descriptive and analytic view, that make it possible to convey a foreign language in its fullest dimension - receptive and productive - in a much more successful way at times than in a traditional teaching.

The aim of this study was to investigate the interrelation between teaching, testing and assessment of English as a foreign language in the Swedish school system. The focus is on the Swedish National test of English, and teaching and assessment of English in Swedish schools. A comparison with the Cambridge testing system is part of the study which has given rise to questions regarding the validity and reliability of the Swedish National test of English. The study was carried out through qualitative questionnaires and interviews aimed at 5 English teachers working within the Swedish School system. The findings of the primary data suggest that the test is, with the exception of its marking procedures, regarded highly by the interviewees. The results of the interviews and questionnaires also suggest that the common factor between teaching, testing and assessment of EFL (English as a Foreign Language) in the Swedish school system appears to be the syllabus and, thus, indirectly, the Common European Framework of Reference (CEFR).

The diploma thesis focuses on the so called "false friends" in contemporary Czech and Polish. Both languages are first introduced in the context of their linguistic and typological features as relevant to the subject of the thesis. Particular attention is paid to the differences between the two languages, and therefore possible language interferences. Furthermore, the paper discusses the issue of so called "false friends" and, based on the studies of E. Lotko, there were selected four types of false friends (grammatical (according to the grammatical gender of the noun), lexicographical, stylistic and valency false friends) and discussed more. Those lexical units are first characterized in general terms, and are then focused on the apecific "false friends" contained in the Common European Framework of Reference (levels A1-B1 for Czech as a foreign language). The second part of the thesis (based on the acquired theoretical knowledge) tries to design and recommend a methodology for working with so called "false friends" in the teaching of Czech as a foreign language to the target group of native Polish speakers. This includes worksheets for students as well as the methodology for teachers. Key words False friends, Interlanguage homonymity, Czech language, Polish language, Common European Framework of...

The presented thesis focuses on the analysis of selected Czech for foreigners textbooks in terms of socio-cultural competence. In the first three chapters the term of socio-cultural competence is explained and its definition in the Common European Framework of Reference and in the descriptions of reference levels A1, A2, B1 and B2 for Czech is examined. Chapter four deals with a chosen research method - criteria catalogue. In chapter five selected textbooks (Česky, prosím I, Čeština pro cizince: Úroveň B1, Čeština pro cizince: Úroveň B2, Čeština pro středně a více pokročilé, Čeština pro život, Čeština pro život 2, Mluvme česky) are analyzed separately and in chapter six individual results of previous examinations are compared with regard to how the publications contribute to the development of socio-cultural competence of students. 1

[pt] Este trabalho investiga o emprego de podcasts de programas de rádio e televisão da Alemanha nas aulas de Alemão como Língua Estrangeira em níveis B2 e C1 do Quadro Europeu Comum de Referência para Línguas no Ensino Médio. Através desta tecnologia, é possível ter acesso rápido e gratuito a materiais autênticos de áudio ou vídeo, de forma que professores passam a ter um leque mais amplo de recursos para suas aulas e alunos passam a ter contato com a língua produzida com outros fins, que não didáticos. Considerando as proposições apresentadas nos Parâmetros Curriculares Nacionais para o Ensino Médio, os níveis de referência descritos no Quadro Europeu Comum de Referência para Línguas e os objetivos traçados no Rahmenplan Deutsch als Fremdsprache für das Auslandsschulwesen (Quadro de Alemão como Língua Estrangeira para as escolas no exterior), o trabalho discute o potencial e as limitações do uso desta tecnologia como ferramenta no processo de ensino e aprendizagem de Alemão como Língua Estrangeira no contexto escolar. A partir dos pressupostos da Teoria da Atividade, o trabalho procura investigar de que forma a implementação dos podcasts afeta o sistema da atividade da aula de Alemão como Língua Estrangeira nas perspectivas de professores e alunos em uma escola bilíngue da cidade do Rio de Janeiro. / [en] This dissertation investigates the use of podcasts in high school classes of German as a Foreign Language (GFL), in levels B2 and C1 of the Common European Framework of References for Languages. This technology provides for quick and free access to authentic audio or video materials taken from German radio and TV programs, so that teachers have a wider range of resources for their classes and students have contact with the language which was produced for purposes other than pedagogical ones. Considering the proposals in the Parâmetros Curriculares Nacionais para o Ensino Médio (National High School Curricular Parameters), the levels of reference of the Common European Framework of References for Languages, and the goals set in the Rahmenplan Deutsch als Fremdsprache für das Auslandsschulwesen (Framework German as a Foreign Language for schools abroad), this study discusses the potential and the limitations of the use of this technology as a tool for teaching and learning GFL in a bilingual school. Based on the principles of Activity Theory, this work aims to investigate how the implementation of podcasts affects the activity system of GFL classes from the teachers’ and students’ perspectives in a bilingual school in Rio de Janeiro.

The diploma thesis Games for Vocabulary Revision at A2 level (according to CEFR) is focused on the possible ways how to use games for vocabulary revision in English language teaching at lower secondary schools. In the theoretical part there is mainly described the theoretical view on games and their importance for language teaching. There is a description of different kinds of games and their basic typology in general, the language game and its typology and also the theory of vocabulary revision. There are also described the several types of books written by different authors that can be used for vocabulary revision. The practical part is focused on the basic description of documents such as the Common European Framework of Reference for Languages (level A2), the Framework Educational Programme and the School Educational Programme, that were used in my project at lower secondary school. In the next part, there is a detailed description of the collection of games that were used in the lessons of English. These games were focused on vocabulary revision according to the particular coursebook in the particular class. The main aim of this diploma thesis is to discover if it is possible to include games to language teaching and if the game can motivate the pupils for their active participation in the classroom.