Francophonie is a term that is often used in FLE studies because it refers to all countries and people who use French as an official language or language of communication. Indeed, the Francophonie aims to highlight the fact that the French language is spoken not only in France, but also in several countries of the world.                       The purpose of this work was to find out how "La Francophonie" is used by FLE teachers in Swedish high schools. To achieve our objectives, we have adopted two methods namely: a study of themes related to the Francophonie in the textbooks Escalade 3, Escalade 4 and Escalade 5 which are used by the students of the levels of French 3, 4 and 5 in Swedish high schools. This textbook study, however, was supplemented by a survey of FLE teachers in high school to see how they use this term in their teaching. The survey was done thanks to Google forms and published on the Facebook pages of the groups '' Språklärarnas riksförbund '' and “Franska 6-9 och gy ''.                              The results of the study indicate that on the one hand, the analysis of the textbooks demonstrated that the theme of the Francophonie is present in all the textbooks studied, and on the other hand, the results of the survey confirmed that the Francophonie is present in the teachings of FLE in Sweden. However, some teachers have some difficulties in teaching it. Today, the computer tool (websites for example) is also widely used by teachers of FLE in Sweden and allows to integrate this theme in their teachings.

Depuis la dernière réforme du système éducatif libyen (2009), le français est enseigné dans les cycles primaire, secondaire et universitaire. En effet, après l'arabe et l'anglais, le français se situe en troisième position en Libye et est considéré comme une langue d'ouverture au monde extérieur. C'est dans cette perspective que toutes les universités libyennes ont créé des départements de français. Pourtant, cette initiative n’a pas eu toujours les effets escomptés et les performances des étudiants libyens en français restent fragiles, comme en témoignent les productions que nous avons recueillies pour cette thèse. Notre travail, en effet, s’appuie sur un recueil d’écrits produits par des étudiants, de niveau intermédiaire, de l'université de Sebha. Nous avons soumis les textes recueillis à une description empirique et méthodique, dans le but d’y repérer des « familles d’erreurs » et de les classer par domaines d’infraction. Nous nous sommes particulièrement attachés aux erreurs qui concernent le lexique, la morphosyntaxe (laconstruction des énoncés) et la cohésion (l’enchaînement transphrastique). L’hypothèsegénérale est que ces domaines (lexique, syntaxe, cohésion) sont « liés » et qu’il fautconcevoir, en didactique du français langue étrangère, des activités langagières qui développent des compétences dans ces trois domaines, leur fixant des objectifslinguistiques (la langue) tout en assurant une visée communicative et pragmatique (lesgenres de texte et les formes-sens en usage). Le but de notre travail est d’apporter un éclairage modeste mais nouveau aux méthodologies qui sont en vigueur à l’université de Sebha, au sujet de l’apprentissage de l’écriture et du français langue étrangère / Since the last reform of the Libyan education system (2009), French is taught in primary, secondary and university. Indeed, coming after Arabic and English, French takes the third position in Libya and is considered a language of communication with the outside world. This explains why all the Libyan universities have established departments of French. However, this initiative has not always had the expected results and the performance of the Libyan students in French remain below what is expected, as evidenced the writing we collected for this thesis. Our work, in fact, is based on a collection of writings produced by intermediate students from the University of Sebha. We have submitted the texts collected to an empirical and methodological description in order to identify "sets of errors" and to classify them by areas of offense. We have focused particularly on the errors that relate to the lexicon, the morphosyntax (the construction of utterances) and the cohesion (the transphrastic chain). The general hypothesis is that these domains (lexicon, syntax, cohesion) are "linked to" and that, in the didactics of French as a foreign language, language activities must develop competences in these three domains, (Language) while ensuring a communicative and pragmatic aim (the kinds of text and the forms-meaning in use). The purpose of our work is to provide a modest but a new insight into themethodologies that are in effect at the University of Sebha, about the learning of writingand French as a foreign language

Cette étude émane de plusieurs observations tirées d’une recherche sur l’Intégration de l’Internet dans l’enseignement/apprentissage du FLE à l’Université de Cape Coast. Notamment parmi celles-ci est le fait que les étudiants n’ont pas les capacités requises pour tirer profit des opportunités d’apprentissage qui leur sont disponibles dans le département de français. C’est dans cette optique que l’Internet en tant qu’outil multimédia à grands potentiels pédagogiques est identifié comme capable d’aider les étudiants ghanéens à développer diverses stratégies d’acquisition et d’apprentissage de la langue française. La problématique de cette étude est donc d’identifier les stratégies de compréhension qu’adoptent les étudiants lorsqu’ils travaillent sur des sites Internet authentiques en langue française. Celle-ci a essayé de mettre la lumière sur les procédés mentaux qui sous-tendent la compréhension des informations sur l’Internet en prenant comme appui les recherches menées par RUBIN (1989), OXFORD (1990), O’MALLEY et CHAMOT (1990) et COHEN (1998) sur les stratégies d’apprentissage et d’utilisation de la langue seconde/étrangère. Grâce aux méthodes de recueil des données par verbalisation, questionnaires, entretiens et observation en situation de navigation sur des sites Internet authentiques, nous avons obtenu des données quantitatives et qualitatives chez 52 étudiants inscrits en FLE dans quatre universités publiques du Ghana. Les tâches de navigation consistaient à réserver une place dans un train ou une chambre dans un hôtel, à demander des services postaux en ligne, à créer des comptes clients, à trouver l’itinéraire sur un site de transports en commun, etc. L’analyse des données nous a permis d’identifier des stratégies de navigation comme la recherche d’indices, la lecture fine, l’essai-erreur, le recours à l’aide d’un tiers, l’auto-encouragement, entre autres. Ces stratégies de navigation correspondent à différentes stratégies d’inférence du sens (en contexte, par mots-clés, par images, par traduction, par outils interactifs, par les couleurs, etc.), le raisonnement déductif ou inductif, l’analogie, le transfert de connaissance, l’analyse textuelle par les connaissances acquises en FLE. On note également des stratégies de vérification de sens comme le recours à des dictionnaires, des traducteurs en ligne et des moteurs de recherche. Certaines stratégies affectives et sociales comme le recours à l’explication d’un collège et l’auto-rappel des objectifs aident les étudiants à confirmer le sens des mots nouveaux en français. Ces stratégies sont identifiées grâce à l’analyse qualitative des données de verbalisation et de l’interface de navigation de sept étudiants qui ont atteint les objectifs de la tâche. La dernière partie de cette étude se penche alors sur quelques implications pédagogiques des tâches réalisées sur des supports Internet authentiques. Là, nous avons déblayé la notion d’autonomie dans l’enseignement/apprentissage du Français Langue Etrangère et tiré des conclusions spécifiques par rapport aux tâches de compréhension écrite sur l’Internet. Nous relevons d’ailleurs dans ce cadre sept cas d’autonomie que permettent de développer les tâches de compréhension écrite sur l’Internet. / This investigation stems from observations that were made regarding students’ ability to take control of their study of French in a research aimed at integrating Internet to the teaching and learning of French. It was quite clear that students lacked the required strategies for them to take advantage of the learning opportunities available to them in the French Department. It is therefore in this vein that the Internet was identified as the multimedia capable of fostering the development of various strategies of acquiring/learning the French Language. The focus of the study was therefore on strategies that students would adopt in order to comprehend information that is available to them while browsing a French website. It sought to identify the mental processes that underlie comprehension on the Internet taking as basis researches realized in the cognitive sciences by RUBIN (1989), OXFORD (1990), O’MALLEY and CHAMOT (1990) and COHEN (1998) about strategies of learning and using a second/foreign language. From 52 second-year students doing French in four public universities in Ghana, we were able to obtain through think-aloud procedures, questionnaires and observation, quantitative and qualitative data about strategies that they adopted when browsing on authentic websites in French. The browsing tasks involved shopping for items on the Internet, booking a place on a train or in a hotel, requesting for a postal service, creating a user account on shopping sites, seeking directions about how to get to a place, among others. Browsing strategies such as looking out for clues, critical reading, trial and error, seeking help, self-motivation, forming hypothesis were identified as strategies that aid comprehension of information on the websites. The strategies helped students to guess meaning through such means as inference (in context – word context, keywords, images, interactive tools, colours, etc.), deductive and inductive reasoning, translation, analogy, transfer of knowledge and textual analysis with previous knowledge in French. Students also applied various strategies of checking meaning by using online dictionaries, online translation tools as well as search engines. Social and affective strategies such as seeking explanation from a peer and reminding oneself of goals of the tasks At the end of the study, it was quite evident that strategies adopted by students in understanding information on the website did not differ from those identified by early research in cognitive sciences. However, it is important to note how these strategies enhanced the general understanding of the French Language by students and also their autonomy in learning the language. Various suggestions were offered about the best way of developing students’ autonomous use of Internet resources in the teaching/learning environment.also helped students confirm interpretative guesses about words and phrases they encountered for the first time in French.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Ce travail a pour but de vérifier la proposition de lecture du manuel didactique Reorientação Curricular curso de atualização para regentes de francês língua moderna (RCFle) elaboré par le Secrétariat dEducation de lÉtat de Rio de Janeiro(Seeduc). À partir dune perspective discursive énonciative, nous nous proposons danalyser les différentes positions assumées par lénonciateur professeur de langue française ainsi que la conception méthodologique pour lenseignement-apprentissage de FLE en rapport aux discours legitimés antérieurs à la RCFle qui prescrivent le travail du professeur / Este trabalho tem por objetivo analisar a proposta de leitura do material didático Reorientação Curricular curso de atualização para regentes de francês língua moderna (RCFle) desenvolvido pela Secretária Estadual de Educação do Rio de Janeiro(Seeduc). A partir de uma perspectiva do discurso promovida pela análise do discurso de base francesa (AD), nossa proposta inicia-se nas diferentes posições discursivas que o enunciador equipe de docentes ocupa para construir uma metodologia específica para o ensino de francês, baseada nas diferentes modalidades de letramento e as diferentes vozes legitimadas trazidas por este enunciador para compor esse material didático

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Ce travail a pour but de vérifier la proposition de lecture du manuel didactique Reorientação Curricular curso de atualização para regentes de francês língua moderna (RCFle) elaboré par le Secrétariat dEducation de lÉtat de Rio de Janeiro(Seeduc). À partir dune perspective discursive énonciative, nous nous proposons danalyser les différentes positions assumées par lénonciateur professeur de langue française ainsi que la conception méthodologique pour lenseignement-apprentissage de FLE en rapport aux discours legitimés antérieurs à la RCFle qui prescrivent le travail du professeur / Este trabalho tem por objetivo analisar a proposta de leitura do material didático Reorientação Curricular curso de atualização para regentes de francês língua moderna (RCFle) desenvolvido pela Secretária Estadual de Educação do Rio de Janeiro(Seeduc). A partir de uma perspectiva do discurso promovida pela análise do discurso de base francesa (AD), nossa proposta inicia-se nas diferentes posições discursivas que o enunciador equipe de docentes ocupa para construir uma metodologia específica para o ensino de francês, baseada nas diferentes modalidades de letramento e as diferentes vozes legitimadas trazidas por este enunciador para compor esse material didático

A presente pesquisa objetivou refletir sobre o uso e os benefícios de atividades lúdicas e de improvisação teatral em fase inicial de aprendizado da língua estrangeira (LE) em contexto institucional. Almejou também demonstrar que a associação Teatro, Jogo e Aprendizagem de línguas realizada de modo sistemático, constante e em função de objetivos precisos estimula e auxilia na apropriação e no desenvolvimento da língua alvo. Para essa reflexão, propomos no primeiro capítulo um panorama histórico da relação teatro, jogo, educação. No segundo, as questões didáticas que deram abertura a uma prática lúdico - teatral no ensino de LE no século XX e aquelas que norteiam o ensino atual de línguas. No terceiro capítulo, apresentamos algumas características do Lúdico e de práticas teatrais adaptáveis ao contexto de ensino de LE (jogo teatral, de papéis e simulação global). O quarto capítulo é dedicado ao relato da experiência lúdico-teatral realizada em janeiro e fevereiro de 2007 com duas turmas de nível 01 do Curso Extracurricular de Francês oferecido pelo departamento de Letras Modernas da Faculdade de Filosofia Letras e Ciências Humanas da Universidade de São Paulo. Os resultados demonstraram que o uso de atividades lúdicas e de improvisação teatral no ensino do Francês contribuiu significativamente no aprendizado da LE e na criação de um ambiente de descontração e de interação favoráveis à expressão na língua-alvo, onde a desinibição e o medo do erro deram pouco a pouco lugar ao prazer de se comunicar-se na LE. Assim, foram contemplados aspectos referentes à aprendizagem, à relação sujeito-LE, à relação e interação aluno-aluno/ professor, tendo sido de extrema significação para a aquisição da língua-alvo e para as relações interpessoais. / This research aims at reflecting about the use and the benefits of playful activities and of theatrical improvisation for a communicative and interactive teaching of a foreign language, and to demonstrate that the association Theater, Play and Apprenticeship of methodical way brings contributions to the apprentices and the benefits go beyond the apprenticeship of a foreign language. In the first chapter a historic overview of the relation theater, play, education is proposed. In the second chapter, we present the educational questions that arose with the use of games and theatrical activities in the teaching of a foreign language in the century XX and the questions about the current teaching of languages. In the third chapter, some characteristics of the Playful one and of theatrical adaptable practices to the context of teaching (theatrical play, role-play-games and global simulation) what contributed to the construction of our improvised practice, besides the benefits of this transposition found in the literature. The chapter four is dedicated to the theatrical-playful report of the experience carried out in the level 01 of the extracurricular course of intensive French (FLE) of the FFLCH-USP between January and February of 2007. In this application, we notice that the playful use of a methodology - improvised in the teaching of FLE allowed a better apprenticeship, an environment of favorable casualness to the expression in the target-language and of integration between the participants, which contemplates aspects referring to the apprenticeship, to the relation Subject-LE, to the relation and interaction of student-student. We could also conclude that the plays and the improvisations create a favorable environment to the experimentation in the LE and that shyness and the fear of making a mistake are replaced slowly by the pleasure of learning the targetlanguage, of communicating with other people.

A presente pesquisa descreve, analisa e discute a exequibilidade de efetiva comunicação oral entre aprendizes em nível inicial de aprendizagem de FLE. Fundamentando-nos em Kerbrat-Orecchioni (1990; 1996) e Marcuschi (2003; 2008) descrevemos o funcionamento da interação verbal, explicitando seus fatores internos bem como as condutas que determinam esta prática. Apoiando-nos ainda em obras que defendem um ensino pautado na interação e na espontaneidade, como, por exemplo, Kramsch (1984), Schiffler (1991) e Massaro (2008) expomos suas contribuições para a área da didática do francês língua estrangeira. Analisando efetivas interações entre aprendizes inscritos em um Curso Experimental que oferecemos junto ao Serviço de Cultura e Extensão da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo, detectamos procedimentos de validação interlocutória (de caráter verbal, paraverbal e não verbal) utilizados para assegurar o sucesso da troca comunicativa espontânea na execução de tarefas linguageiras. A análise dos turnos de fala dos aprendizes evidenciou que a interação espontânea conduz naturalmente à colaboração na solução de problemas. Recorrendo frequentemente a reguladores e captadores, os aprendizes asseguram o pacto com o interlocutor, demonstrando assim seu engajamento discursivo na troca interacional em curso, ainda que pautado por restrições linguísticas características do nível inicial de aprendizagem de língua estrangeira. / The present research describes analyses and discusses the feasibility of effective oral communication of FFL (French as a Foreign Language) learners at an early stage. It is based upon Kerbrat-Orecchioni (1990; 1996) and Marcuschi (2003; 2008) and it describes how verbal interaction works, evincing its internal factors as well as the conducts that determine this practice. It also relies on books that defend the teaching grounded on interaction and spontaneity, as, for instance, Kramsch (1984), Schiffler (1991) and Massaro (2008) and it exposes their contribution to the teaching area of French as a foreign language. Analyzing effective interactions between learners enrolled in an Experimental Course offered in the Center of Culture and Extension of the Philosophy, Languages and Human Sciences College of the University of São Paulo, it has been noticed procedures of interlocutory validation (of verbal, paraverbal and non-verbal character) used to reassure the success of the spontaneous communication exchange in the execution of language tasks. The appraisal of the speaking turns of the apprentices has evidenced that the spontaneous interaction results in the collaboration of problem solving. Frequently recurring to regulators and receivers, learners ensure the agreement with the interlocutor, demonstrating, thus, their discoursive engagement in the interactional exchange in progress, despite its being based on linguistic restrictions, which are characteristic of the early stage of foreign language learning.

Esta dissertação de mestrado tem por objetivo apresentar, analisar e discutir a experiência de ensino de Francês Língua Estrangeira para estudantes da Escola Politécnica da USP, por meio do Programa CFI (Curso de Francês para Iniciantes). Tal formação, iniciada em 2001, foi concebida pelo Centro de Línguas da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo a pedido da Comissão de Relações Internacionais da Escola Politécnica, e tinha por finalidade preparar os alunos que fossem fazer dois anos de curso em faculdades de engenharia francesas (Ecoles Polytechniques, Ecoles Centrales, Ponts et Chaussés, etc), no âmbito do Programa Duplo Diploma em Engenharia promovida pela Poli-USP. Nosso estudo corresponde ao período em que se decidiu discutir a progressão e o equilíbrio entre as duas modalidades de ensino trabalhadas - o Francês, Língua Estrangeira (FLE) geral e o Francês com Objetivos Específicos (FOS) - na formação dos estudantes, que passara de 2 para 3 anos, incluindo um módulo específico (Módulo France) e cujo número de inscritos havia chegado a quinhentos por semestre letivo. Nesse período, coube à equipe pedagógica a concepção geral do curso e a preparação do material didático de cada um dos seis módulos de ensino oferecidos, o que trouxe resultados bastante positivos, como mostram os questionários respondidos por alunos do Duplo Diploma que participaram de tal formação. / The objective of this undergraduate thesis is to present, analyze and discuss the experience of teaching French as a foreign language for students at the Polytechnic School at University of São Paulo through the FCB Program (French Course for Beginners). This course, started in 2001, was designed by the Language Center at the College of Philosophy, Languages and Human Sciences of the University of São Paulo by request of the International Relations Commission of the Polytechnic School to prepare students who had been selected for the Dual Diploma Program in Engineering sponsored by Poli-USP, that is, a program in which students would spend two years of their undergraduate program at a French College of Engineering (Ecoles Polytechniques, Ecoles Centrales, Ponts et Chaussés, etc). Our study corresponds to the period in which we decided to reevaluate the progress and the balance between the two approaches used during the course general French as a Foreign Language (FFL) and French with Specific Objectives (FSO) a course which had increased from 2 to 3 years and which included a specific module (France module) and whose number of enrolled participants had reached 500 per semester. During this period, the pedagogical team (coordinators and teachers) were responsible for the general conception of the new course and for the textbooks of each one of the 6 teaching modules offered. The results obtained were extremely satisfactory as shown in the questionnaires answered by the Dual Diploma students who took this course.

Ce travail a eu pour objectif de faire une analyse de deux aspects fondamentaux de l'interaction en langue étrangère. Le premier, qui concerne les nouvelles catégories sur lesquelles tout apprenant doit travailler pendant son apprentissage d'une langue étrangère, nous montre que la confrontation avec un autre système de représentation fait émerger des questions sur sa propre langue, jusque-là la seule langue légitime pour exprimer à l'oral et à l'écrit sa vision du monde. Le deuxième aspect, résultant du premier, comprend la notion de face à travers le modèle de la politesse linguistique de Brown & Levinson sur la préservation de la face dans les rituels de communication. Ce modèle, approfondi par C. Kerbrat-Orecchioni, nous a fait considérer des aspects importants pour le succès de l'interaction en langue étrangère (LE dorénavant), tels que les variations culturelles et les rituels d'engrenage communicatif (des moyens de contacts en LE) — les salutations, les présentations, la prise de congé, le remerciement, les compliments, les vœux, la demande de renseignements, les excuses etc. —, étant les trois premiers objet d'une étude plus détaillée dans le corpus de cette dissertation. Nous avons eu le souci d'élaborer une vidéo avec des séquences de quelques rituels communicatifs pour sensibiliser l'apprenant et le professeur à leur diversité et à l'importance de connaître leurs règles et leur fonctionnement dans d’autre(s) langue(s) et culture(s). Les rituels communicatifs peuvent déterminer non seulement le succès des interactions verbales (au moins sans qu'il y ait des ruptures traumatiques dans la communication) mais aussi faciliter le contact/appropriation de la langue/culture qu’on cherche à enseigner/apprendre. / Este trabalho teve por objetivo analisar dois aspectos fundamentais na interação em língua estrangeira. O primeiro diz respeito às novas categorias que todo aprendiz deve processar durante a aprendizagem de uma língua estrangeira, o confronto com um outro sistema de representação, os questionamentos voltados à sua própria língua, até então a única legítima para operacionalizar na fala e na escrita sua visão de mundo. O segundo aspecto, resultante do anterior, abordou a noção de face através do modelo da polidez lingüística de Brown & Levinson (1987) sobre a preservação da face nos rituais de comunicação. Esse modelo, aprofundado por Kerbrat-Orecchioni (1990), nos levou a considerar questões de grande importância para o sucesso da interação em língua estrangeira, como os rituais de "engrenagem comunicativa" tais como saudação, apresentação, despedida, agradecimento, elogio, votos, dar/pedir informação, desculpas etc., sendo os três primeiros objeto de estudo mais detalhado ao integrarem o corpus da pesquisa. Houve a preocupação de se elaborar um vídeo com seqüências de alguns rituais comunicativos a fim de sensibilizar tanto o aprendiz quanto o professor de língua estrangeira sobre a sua diversidade e sobre a importância de se conhecer suas regras e seu funcionamento em outra(s) língua(s) e cultura(s). Acreditamos que os rituais comunicativos podem determinar não apenas o sucesso das interações (ou pelo fazer com que elas ocorram sem rupturas traumáticas na comunicação) como também ser um fator positivo no contato/apropriação da língua/cultura que se procura ensinar/aprender.

No description available.