The work is dealing with the "Role-playing" ("Jeux de rôles") in teaching French as a foreign language. The aim of theoretical part is to describe the history and definition of the activity as well as its didactic use and benefits. Furthermore, respective phases of its realization are described. The practical part begins with showing the results of application of this activity in practice. Then, presence of the activity in some current French textbooks is examined in more detail. Finally, thanks to the survey method, the present situation in the Czech Republic and Slovakia is monitored, from teachers' point of view on the one hand and from students' one on the other hand. The goal of the research is to find out if teachers of French language use the activity in theirs lessons and if so, what their experience is. Measuring popularity of this activity among students completes the research. Key words: Role-playing, French as a foreign Language |FLE|, French Textbook, Communicative Approach, Pragmatics

The geographical locations of foreign language French learners are as diverse as their needs. Consequently, teaching material in any French foreign language classroom should be revised on a regular basis. In 2012, a newly developed Creative Expression programme, which consists of a combination of African francophone music and creative writing activities, was presented to the second-year students at the French Department of the University of Pretoria, South Africa. The objective was to explore the potential of combining the use of music and creative writing in the hope that the new programme would enrich the current second-year course. Factors that contributed to the development and organisation of the programme included: the progression in the international context with regard to the French language, accentuating the importance of francophone Africa with regard to the expansion and preservation of French; the widely recognised teaching approach in foreign language French teaching (FLE), being the Approche actionnelle; reevaluating the use of song and creative writing activities in the FLE classroom and lastly, the departmental needs at the University of Pretoria. In this study, the researcher explains in detail how the Creative Expression programme was designed and also how a group of research participants experienced the classes. The following data sources and artefacts were collected: student interviews, journals and creative pieces of writing, the lecturer’s teaching diary and the teaching material of the programme. Qualitative methodologies were followed to analyse the artefacts and uncover themes that represent students’ experience of the programme. Student suggestions with regard to the programme were also incorporated in the analysis. The findings of this study demonstrate that students experienced the Creative Expression programme as contributing to the following: social interaction; the imaginative use of the French language; the development of four principal language skills (speaking, reading, listening, writing); a heightened francophone cultural awareness and a better understanding of the content of their Grammar and Cultural Texts classes. The music also lowered the students’ anxiety levels, which made them more receptive to engage in the creative writing activities. This, in turn, developed their creative expressive capacities. It is concluded that it is in fact the combination of music and creative writing in FLE that brings forth and bridges the following two notions: “Creating a non-threatening environment” and “Learning to express affect”, which are two very topical areas in FLE pedagogy. / Dissertation (MA)--University of Pretoria, 2015. / tm2015 / Modern European Languages / MA / Unrestricted

Este trabalho de pesquisa objetiva promover o reconhecimento do contexto de ensino dos Centros de Estudos de Línguas (CEL), instituições mantidas pelo Governo do Estado de São Paulo por meio de um projeto que busca promover o acesso a jovens vinculados à rede estadual de ensino ao estudo de uma língua estrangeira, no contraturno do seu horário de estudo regular. Dessa forma, propomos verificar o percurso do ensino do Francês como Língua Estrangeira (FLE) nessas instituições e refletir sobre a adequação das estratégias de ensino utilizadas pelo professor ao contexto de ensino e de aprendizagem das turmas multisseriadas. Acreditamos que a abordagem acional, privilegiada pelo Cadre européen commun de référence pour les langues (CECRL)1, referencial para o ensino de línguas na Europa, pode contribuir para a harmonização das competências, das habilidades e dos conteúdos desenvolvidos bem como para a aproximação dos alunos que integram tais grupos. A fim de atingir tais objetivos, propomos um estudo teórico dos documentos oficiais referentes à criação e à implementação dos CEL e também daqueles que procuram oferecer diretrizes metodológicas para o ensino de idiomas. Buscamos, ainda, analisar os dados coletados em: entrevistas com os docentes do CEL, observação de aulas de FLE nesses estabelecimentos e relatórios de estágio de graduandos futuros professores de línguas em turmas multisseriadas, estabelecendo uma aproximação entre as estratégias de ensino que realmente são postas em prática pelo professor e averiguando em que medida a abordagem acional pode contribuir para o processo de ensino e de aprendizagem de línguas estrangeiras nesse contexto. / This research aims at promoting the understanding of the teaching context in Language Study Centers (CEL), institutions which enable students enrolled in any public school to study a second language after their regular school day. The CEL project is entirely supported by the São Paulo State Government. Therefore, this study aims at assessing the effectiveness of teaching French as a foreign language (FFL) in Language Centers, and reflect upon the adequacy of the teaching strategies adopted by teachers in their multigrade classes. We believe that the action-oriented approach adopted in the Common European Framework of Reference for Languages (CEFR), which guides language teaching in Europe, may contribute not only to the use of content, abilities, and competencies developed in the classroom, but also to bringing together the students in CEL groups. In order to achieve such goals, this study proposes a theoretical study of the official documents addressing the creation and implementation of Language Centers. We will also analyze the documents that structure the methodological guidelines for language teaching. Finally, we will assess the data gathered from interviews with CEL teachers, classroom observation, and reports written by undergraduate students, who are likely to become French teachers in multigrade classrooms. Our goal is to establish an approximation between teaching strategies that are actually applied during classes and observe to what extent the action-oriented approach can contribute to foreign language teaching and the learning process in the CEL context.

Cette thèse traite de l’acquisition des occlusives sourdes /p t k/ et sonores /b d g/ du français par 11 locutrices taïwanaises de niveau intermédiaire à avancé. La situation de Taïwan est qualifiée de diglossique, les locuteurs parlent généralement deux langues dont les principales sont le chinois mandarin et le taïwanais. Le chinois mandarin possède les occlusives /p t k ph th kh/ tandis que le taïwanais possède les occlusives /b g p t k ph th kh/. L’analyse acoustique des logatomes CVCVCVC où C=/b d g p t k/ et V=/a i u/ révèle une grande hétérogénéité entre les locutrices : les indices des natifs du français pour opposer entre sourdes et sonores sont parfois utilisés par les non-natifs, parfois non. On note l’influence du chinois mandarin. Un test de perception révèle une moins bonne discrimination des paires de consonnes /b p/, /d t/ et /g k/ en syllabe CV si V=/a/, comparé à /i u/. Ces résultats suggèrent une tendance générale chez ces auditrices à mieux discriminer les occlusives du français lorsque le VOT des sourdes est plus long et à ne pas tenir compte du VOT négatif des voisées. En perception, les indices pour discriminer les occlusives aspirées et non-aspirées du chinois mandarin semblent ainsi également être utilisés en français. Nous n’avons pas relevé de signe d’une influence du taïwanais, où l’opposition de voisement existe cependant. / This dissertation deals with the acquisition of French voiceless stops /p t k/ and voiced stops /b d g/ by 11 Taiwanese intermediate or advanced learners of L2 French. The linguistic situation in Taiwan is described as diglossia. Most speakers speak two languages, mainly Mandarin Chinese and Taiwanese. Mandarin Chinese has plosives /p t k ph th kh/ while Taiwanese has /b g p t k ph th kh/. An acoustic analysis of CVCVCVC logatoms where C = /b d g p t k/ and V = /a i u/ shows important heterogeneity among speakers. The cues used by French native speakers to oppose voiceless and voiced stops are irregularly used by non-native speakers. The influence of Mandarin Chinese is noted. A perception test shows poorer discrimination among pairs of consonants (/b p/, /d t/ and /g k/) in CV syllable when V = /a/, as compared to /i u/. The results show that non-native listeners tend to, firstly, better discriminate the voiceless plosives of French when the VOT is longer and secondly, ignore the negative VOT of voiced stops. As regards perception, the cues used in Mandarin Chinese to discriminate between aspirated and non-aspirated stops consonants seem to be used in French too. No clue to the influence of Taiwanese has been found, although the opposition of voicing exists.

Este trabalho de pesquisa objetiva promover o reconhecimento do contexto de ensino dos Centros de Estudos de Línguas (CEL), instituições mantidas pelo Governo do Estado de São Paulo por meio de um projeto que busca promover o acesso a jovens vinculados à rede estadual de ensino ao estudo de uma língua estrangeira, no contraturno do seu horário de estudo regular. Dessa forma, propomos verificar o percurso do ensino do Francês como Língua Estrangeira (FLE) nessas instituições e refletir sobre a adequação das estratégias de ensino utilizadas pelo professor ao contexto de ensino e de aprendizagem das turmas multisseriadas. Acreditamos que a abordagem acional, privilegiada pelo Cadre européen commun de référence pour les langues (CECRL)1, referencial para o ensino de línguas na Europa, pode contribuir para a harmonização das competências, das habilidades e dos conteúdos desenvolvidos bem como para a aproximação dos alunos que integram tais grupos. A fim de atingir tais objetivos, propomos um estudo teórico dos documentos oficiais referentes à criação e à implementação dos CEL e também daqueles que procuram oferecer diretrizes metodológicas para o ensino de idiomas. Buscamos, ainda, analisar os dados coletados em: entrevistas com os docentes do CEL, observação de aulas de FLE nesses estabelecimentos e relatórios de estágio de graduandos futuros professores de línguas em turmas multisseriadas, estabelecendo uma aproximação entre as estratégias de ensino que realmente são postas em prática pelo professor e averiguando em que medida a abordagem acional pode contribuir para o processo de ensino e de aprendizagem de línguas estrangeiras nesse contexto. / This research aims at promoting the understanding of the teaching context in Language Study Centers (CEL), institutions which enable students enrolled in any public school to study a second language after their regular school day. The CEL project is entirely supported by the São Paulo State Government. Therefore, this study aims at assessing the effectiveness of teaching French as a foreign language (FFL) in Language Centers, and reflect upon the adequacy of the teaching strategies adopted by teachers in their multigrade classes. We believe that the action-oriented approach adopted in the Common European Framework of Reference for Languages (CEFR), which guides language teaching in Europe, may contribute not only to the use of content, abilities, and competencies developed in the classroom, but also to bringing together the students in CEL groups. In order to achieve such goals, this study proposes a theoretical study of the official documents addressing the creation and implementation of Language Centers. We will also analyze the documents that structure the methodological guidelines for language teaching. Finally, we will assess the data gathered from interviews with CEL teachers, classroom observation, and reports written by undergraduate students, who are likely to become French teachers in multigrade classrooms. Our goal is to establish an approximation between teaching strategies that are actually applied during classes and observe to what extent the action-oriented approach can contribute to foreign language teaching and the learning process in the CEL context.

The aim of this thesis is to analyze, from general didactic perspective, specifics of French language teaching of adolescent as well as adult students at the beginner level. More specifically, socalled FLE teaching within informal educational environment of a particular language school in Prague is examined. In order to do so, this thesis is divided into two sections. In the first theoretical section, the compilation method is employed, resulting in detailed analysis of selected didactic themes related to the defined aim of the thesis. The second, supporting section consists of specially compiled survey analysis, which focuses on themes covered at the first theoretical part. It is worth noting that perspectives of students are captured as a result of the survey analysis. The major contribution of this thesis is a comprehensive theoretical and practical view on not yet separately compiled methodology of teaching of French language of beginning, predominantly adult students, in the context of Czech informal educational environment.

Dans le contexte actuel de mondialisation de l’enseignement supérieur, cette recherche propose de réfléchir sur la compétence de communication interculturelle (CCI) des étudiants étrangers en mobilité entrante vers la France ainsi que sur la manière dont l’enseignement/apprentissage de la CCI est abordé en classe de FLE.En partant des compétences et des savoirs nécessaires à la communication en langue étrangère et de l’apport théorique de la perspective interculturelle qui s’est développée en didactique des langues à partir des années 80, nous analysons un corpus de 26 entretiens d’apprenants primoarrivants de 12 nationalités différentes afin d’interroger leur expérience aussi bien en salle de classe qu’en dehors de celle-ci.Le choix de la classe de langue comme lieu de rencontre interculturelle se justifie parce que ces classes plurilingues et multiculturelles en milieu homoglotte constituent, pour ces publics, un espace privilégié d’apprentissage de la différence tout en permettant une médiation culturelle avec la réalité sociale dans laquelle l’apprenant cherche une modalité d’insertion en tant qu’acteur social.Le retour sur expérience de nos interviewés —avec l’analyse de leurs perceptions, représentations préalables et difficultés d’ordre linguistique et/ou socioculturel identifiées dans leur discours— permet de mieux comprendre les effets pragmatiques de cette compétence dans la communication et la place qui doit lui être accordée en cours de langue.À cheval entre la sociolinguistique et la didactique du FLE, ce travail de doctorat vise à mieux connaître les facteurs qui influencent la construction de la CCI et les différentes dynamiques qui l’impactent, afin de mieux pouvoir œuvrer pour son développement. / In the current context of the globalization of higher education, this research suggests a reflection on the cross-cultural communication skills (known as CCI in French) of exchange students coming to France. This study also looks at the way in which CCI is taught and learned in the ‘French as a foreign language’ (FLE) class.Based on the skills and knowledge needed to communicate in a foreign language and the theoretical contribution of the intercultural perspective, which has been developed into language didactics since the 80s, we analyze a corpus of 26 interviews with newly arrived learners from 12 different nationalities in order to consider their experience both inside and outside the classroom.The choice of the FLE class in a French-speaking country as a cross-cultural meeting place is justified because it constitutes, for these students from all different backgrounds, a privileged place for learning about difference while allowing a cultural mediation with the social reality in which they seek a means of insertion as social actors.The analysis of our interviewees’ feedback –through a detailed assessment of their perceptions, prior representations and the language-related difficulties and/or socio-cultural issues we were able to identify in their speech- allows a better understanding of the pragmatic effects of this skill-set while communicating and the place it deserves in a language course.Somewhere in between sociolinguistics and the didactics of French as a foreign language, this PhD seeks to improve our understanding of the key factors in the build-up of cross-cultural communication skills as well as the various dynamics that have an impact on this skill-set in order to enhance them.

Title: Suprasegmental level of language and non-verbal aspects of the contemporary teaching French as a foreign language at the czech schools Keywords: French as a foreign language (FLE), teacher-student interaction, the role of teachers, nonverbal communication, gestures, facial expressions, emotions, the European Framework of Reference for Languages, didactics of foreign languages, language level A1 Abstract: The thesis addresses the absence of suprasegmental level of language and non- verbal aspects of the contemporary teaching of French as a foreign language in the textbooks and at the Czech schools and also examines their importance. Moreover, it aims to analyze the above mentioned phenomena in the French textbook with approval clause textbooks: Amis et compagnie 1, Vite ! 1 and Le français entre nous 1 and draw attention to an insufficient integration of these occurrences in the contemporary teaching of the French language, as well as in the Common European Framework of Reference for Languages. Furthermore, this thesis describe the actual situation and indicate the importance to systematically incorporate stated methods into French lessons, and also to indicate that incorporating suprasegmental and non-verbal methods is realistic, practical and even entertaining, as the comprehensible verbal...