Cette recherche porte sur l’enseignement des langues vivantes étrangères à l’école et sur la manière dont les professeurs des écoles, que nous avons distingué en plusieurs catégories : « amateurs », diplômés ou experts dans la langue enseignée, mettent en œuvre leurs praxéologies pendant les séances. Elle traite également des conditions et des contraintes, qu’ils rencontrent selon leur catégorie, c’est à dire par rapport à la connaissance qu’ils ont de la langue anglaise ou de la formation dont ils ont pu bénéficier. Au niveau théorique elle s’appuie sur les Théories de l’acquisition des langues, la Didactique des langues et la Théorie anthropologique du didactique (TAD) d’Yves Chevallard. La TAD permet de déterminer les praxéologies langagières et didactiques des enseignants et les conditions et les contraintes qu’ils rencontrent à l’aide de l’échelle de codétermination didactique. Au niveau institutionnel, elle repose sur les textes officiels, le Cadre Européen de Référence Commun pour les Langues (CECRL) et les programmes B.O. n°8 du 30 août 2007 ainsi que le B.O. n°1 du 5 janvier 2012. De plus, Cette recherche s’inscrit dans une approche clinique, centrée sur l’individu. Elle étudie à travers des entretiens (non directifs, d’autoconfrontation et d’alloconfrontation) et des transcriptions de séances d’anglais filmées, les praxéologies de cinq professeurs des écoles enseignant l’anglais en cycle 2 et 3. Elle se situe également dans une approche comparative afin de déterminer et de comparer ce qui peut conditionner ou empêcher la diffusion de leur praxéologie en classe pendant les séances de LVE de ces différents enseignants participant à cette recherche. / This study focuses on the teaching of foreign languages in school in France and on the way teachers--categorized as amateurs, with a degree, or experts in the language they teach--put into practice their praxeology during their teaching sessions. It also takes a look at the conditions and the constraints, that teachers, in each category, meet, depending on their knowledge of the English language and the training they have received.On the theoretical level, this thesis uses the Theory of language acquisition, language didactics and didactic anthropology (ATD) by Yves Chevallard. At the institutional level, it relies on published reports, the Common European Framework Reference for Languages (CEFR), and the contents of two Bulletin Officiel reports published on August 30, 2007 and January 5, 2012. This study takes a clinical approach, centered on individuals. It takes an in-depth look at the praxeology of five school teachers who teach English in cycle 2 and 3 of the French education system, through interviews (non-directive, self-confrontational and allo-confrontation as well as transcripts of English lessons filmed in classrooms.

In this qualitative study based on constructivist learning theory, nine intermediate level university students of German were observed as they read foreign language texts on the Internet. Through observations, as well as think-aloud protocols and semi-structured interviews, the study identified Internet reading strategies the students used, and determined the difficulties they encountered in Internet reading activities. The observed strategies were related to four different types of reading tasks the students had to complete and to the language levels of the students. The four task types included: (a) scanning for specific information, (b) skimming and summary writing, (c) detailed reading and text comparison, and (d) observing linguistic phenomena in a text. The research questions arose from the observation that, while the Internet has a positive influence on motivation, independent learning and cultural understanding (Alm-Lequeux, 2001; Brandl, 2002; Chapelle, 2000; Lee, 1997), the literature also talks of frustration on the part of the students, and of students being overwhelmed by foreign language Internet pages (Kubota, 1999; Rüschoff & Wolff, 1999; Shetzer & Warschauer, 2000). This frustration is hypothesized to be due to the fact that Internet texts are authentic texts written for readers in the target culture, and have not been adjusted to the linguistic and cultural knowledge level of foreign language students. There is still little empirical research on the specific ways students deal with these difficulties while completing Internet reading tasks. The present study was carried out with the aim of shedding light on the Internet reading process for pedagogical purposes. The think-aloud technique of data collection permitted a deeper understanding and a more precise description of this special type of reading than would have been possible with interviews alone. The data analysis revealed eight key factors playing a role in foreign language Internet reading: course performance level, background knowledge, motivation, strategic reading, computer skills, problem-solving style, hypertext structure, and type of task. These factors lead to pedagogical implications for designing suitable Internet tasks for foreign language students, and for scaffolding the foreign language Internet reading process. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The submitted diploma thesis deals with the competencies of a foreign language teacher. It develops the specifics of the lecturer's work in the field of language teaching with regard to the current economic and socio-cultural context and the diversity of the language services market. It analyzes theoretically and conceptually focused sources developed mainly in the European Union. The thesis contains an analysis of concepts of competence, from a sociological, psychological, political and economic point of view. An analysis of the current state of language education and the characteristics of entities in the language services market is also presented. The thesis offers an up-to-date classification of teaching competencies, which takes into account current trends in the socio-economic life of society. The developed model of competencies can serve as a reference point for political actors in the standardization and regulation of the profession, as well as for language schools and teachers themselves in raising their professional level. Based on the performed theoretical analysis, it proposes a broad view of the foreign language teacher as an important social actor, whose activity transcends the boundaries of language teaching and includes a much more complex influencing of desirable social changes....

Portuguese enrollments have been on a continuous rise at universities in the United States. Due to this increase it is important that teachers and department administrators understand what the motivations of Portuguese students are. This study reports on the findings of a survey conducted with lower-level Portuguese students at Brigham Young University regarding their motivations to study the language and compares these motivations with those of students of French, German, Italian, and Spanish. In addition, the study reports on students' perspectives on Portuguese in contrast to their perspectives on these other four European languages. Other issues considered include Portuguese students' native and foreign language backgrounds, their motivation to further pursue the study of Portuguese in the future, and their interest in two different varieties of the language, Brazilian and European Portuguese. Results revealed that only for Portuguese students were career plans the main motivation to study the language. Most Portuguese students already spoke Spanish fluently, either as a native or foreign language, and were also greatly motivated by the similarity between the two languages. Many Portuguese students were interested in pursuing their language studies in the future. Students reported being very interested in Brazilian Portuguese, but minimally interested in the European variety. Portuguese students' perceptions of the language were for the most part more positive than their perceptions of French, German, Italian, and Spanish, whereas non-Portuguese students' perceptions of Portuguese were mostly less positive than their perceptions of these other four European languages. Based on Portuguese and non-Portuguese students' responses to the survey questions, the study gives recommendations to promote the study of Portuguese as a foreign language at the post-secondary level.

The study highlights English teachers’ attitudes towards the teaching of creative writing in the English subject in Swedish compulsory school years 7-9 and upper secondary school. The data in this study was collected through a quantitative web survey answered by 13 respondents and qualitative, semi-structured interviews with four teachers selected from the survey respondents. The findings show that the teachers’ attitudes to creative writing as a part of English teaching are influenced partly by how important they think writing in English is but also by external factors, such as the school’s steering documents and the social environment.

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This diploma thesis is devoted to the application of drama in German language teaching at Waldorf school. The content itself provides a theoretical insight into the basic concepts and principles of drama education and foreign language teaching at primary school. For the sake of clarity and understanding, these basic levels related to the subject are more elaborated in the introductory chapters. The theoretical part also includes chapters related to Waldorf pedagogy and its basic principles. In the practical part, one of the main objectives was to verify whether methods of dramatic education in German language teaching could support the pupil's ability to express themselves, with an emphasis on the verbal component. The work also includes description and reflection of three lessons, the aim of which was to find out whether the selected methods of drama in foreign language teaching have an impact on pupils' ability to communicate effectively and on the overall outcome of the learning process. At the end of the thesis are described findings, which confirm the benefits of including elements of drama education in foreign language teaching, and also where their influence manifested most.

L’amélioration de qualité de la formation universitaire dans tous les domaines et dans le domaine de la didactique des langues étrangères en particulier est une des directions prioritaires du développement des systèmes éducatifs nationaux. Les chercheurs autour du monde supposent que l’éducation moderne doit être basée sur l’approche par compétences, qui s’est formée sur la base des approches précédentes. En même temps la pratique d’enseignement moderne ne tient presque aucun compte de l’expérience unique des éducateurs de XXème siècle qui tachaient de trouver des solutions pour les même problèmes de l’éducation qui nous font face aujourd’hui, surtout en didactique des langues étrangères. Cette expérience demande un nouveau traitement dans le contexte de l’approche par compétences et celui de la formation linguistique. Parmi les éducateurs dont les conceptions pédagogiques sont proches des conceptions modernes des objectifs de l’éducation on peut nommer C. Freinet et V. A. Sukhomlinski. Dans le contexte de l’approche par compétence c’est possible d’actualiser l’expérience de ces didacticiens, qui ont créé les conceptions pédagogiques stimulant le développement des compétences, quoique ces éducateurs n’utilisassent pas le terme «compétence». L’actualité de cette problématique pour le système éducatif de Russie a conditionné notre inteprétation d’objectif de cette recherche qui consistait en définition de l’influence des conceptions pédagogiques de V. A. Sukhomlinski et C. Freinet sur le développement de la formation universitaire orientée par l’approche par compétences en prenant comme exemple la formation des compétences culturelles dans le processus de l’éducation à l’université ou à la faculté des langues étrangères en Russie. Dans le cadre de cette étude nous avons appliqué la méthodologie de l’expérience pédagogique pour argumenter l’efficacité de la méthode basée sur les conceptions pédagogiques de C. Freinet et V. A. Sukhomlinski en formation des compétences culturelles au niveau universitaire. Cette étude s’appuie sur un ensemble de théories et de recherches en sciences de l’éducation et en pédagogie. Les résultats reçus peuvent être appliqués dans la rédaction de programmes et de plans de la formation universitaire en Russie. / Enhancement of the quality of the university education in all majors and especially in language education is a priority direction of the development of national education systems. The researchers around the globe believe that the competence-based approach is a basis for education in today’s world. This approach has formed on the basis of the other approaches of the past. Meanwhile the modern educational practice practically ignores the unique experience of the XXth century educators who aspired to resolve the same educational issues that we face nowadays, especially in the sphere of language teaching. This experience demands to be treated in the context of the competence-based approach and the theory of foreign language teaching. Among the educators whose pedagogical conceptions closely resemble the modern conceptions of educational objectives we can point out C. Freinet and V. A. Sukhomlinski. It is possible to actualize the experience of these educators in the context of the competency-based approach, as they developed pedagogical conceptions stimulating the formation of the competences, though none of them ever used the term «competence». The topicality of this issue for the Russian educational system has conditioned our view of the research aim that consisted in determination of the influence of the pedagogical conceptions of C. Freinet et V. A. Sukhomlinski on the development of the competence-oriented university education providing an example of the formation of cultural competences in the educational process realised in a Russian foreign languages university or department. In this regard we treat the pedagogical conceptions of C. In the framework of our research project we used the methodology of pedagogical experiment to prove the efficiency of the method based on the pedagogical conceptions of C. Freinet and V. A. Sukhomlinski for the formation of cultural competencies at the university level. Our study is based on the number of theories and studies in educational sciences and pedagogics. The results obtained could be applied in study programme and plan design in Russian system of university education.

Orientador: Luiz Carlos Cagliari / Banca: Paula Tavares Pinto Paiva / Banca: Larissa Cristina Berti / Resumo: O presente trabalho de mestrado refere-se a um estudo acústico de pronúncia, que tem como principal objetivo verificar e analisar, por meio de registros de fala de professores brasileiros, de alunos de língua inglesa em nível intermediário e avançado, e de falantes nativos americanos, a maneira como esses indivíduos realizam os pares mínimos vocálicos /i/ e /I/, /E/ e /Q/. O primeiro critério de análise foi a aplicação de um questionário aos professores e alunos participantes; por meio dele, foi possível traçar as competências dos docentes e definir a atuação dos discentes como alunos de inglês; ademais, foi possível encaixá-los nos níveis de proficiência determinados pela escola onde os dados foram coletados. Com relação aos critérios acústicos, foram utilizados os seguintes parâmetros: o valor das freqüências de F1 e F2 das vogais produzidas pelos sujeitos participantes, sendo possível verificar o movimento de avanço / recuo e levantamento / abaixamento do corpo da língua durante a articulação dos segmentos; a diferença formântica entre F1 e F2, parâmetro que melhor define o grau de posterioridade de um som vocálico; e, por fim, a duração dos segmentos, parâmetro acústico essencial para a distinção entre as vogais analisadas. Sobre a metodologia de pesquisa, foram gravados 28 sujeitos: dois americanos nativos, dois professores brasileiros de inglês e 24 alunos brasileiros de uma escola de idiomas localizada em São José do Rio Preto (SP). Foi pedido para que cada indivíduo repetisse os pares de palavras cheap / chip e beg / bag três vezes (nesses vocábulos, realizam-se as vogais /i/ e /I/, /E/ e /Q/). Por meio das gravações, foi possível realizar a medição da freqüência dos formantes F1 e F2 das vogais produzidas por eles, bem como a medição da duração de cada som vocálico. A repetição por três vezes dos pares mínimos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This master paper is an acoustic study of pronunciation, whose main goal is verify and analyze, through speech data of Brazilian teachers, intermediate and advanced students of English, and American native speakers, the way these people produce the vocalic minimal pairs /i/ and /I/, /E/ and /Q/. The first criterion of analysis was related to a questionnaire answered by the teachers and the students; this questionnaire allowed the researcher to define the teachers' competences and the learners' behavior as English students; besides, it was possible to fit them into the levels of proficiency determined by the school where the data was collected. Regarding the acoustic criteria, the following fundamental parameters were taken into consideration: F1 and F2 frequency values of vowels produced by the participants, in which it was possible to verify the tongue movements, associated with advancement and height, during the segmental articulation; the formant differences between F1 and F2, which better defines the posterior position of a vowel; and, finally, the segmental duration, which is an important acoustic parameter to distinguish the analyzed vowels. Concerning the research methodology, 28 people were recorded: two native Americans, two Brazilian English teachers and 24 Brazilian students from a language school located in São José do Rio Preto (SP). Each person had to repeat the pair of words cheap / chip and beg / bag for three times (in such words, the vowels /i/ and /I/, /E/ and /Q/ are expected to occur). With the recordings, it was possible to measure F1 and F2 frequencies of the vowels produced by the participants, as well as the duration of each vocalic sound. In the analyses, the absolute values of the formants and duration were not taken into consideration but an arithmetic average of the values from the three utterances of each case. It was concluded that the Brazilian... (Complete abstract click electronic access below) / Mestre

This paper is a literature review exploring previous research on digital learning at school and the competence required both of teachers and pupils. Furthermore, it aims to point out advantages and disadvantages of digital tools in teaching at school by focusing on foreign language teaching. Previous studies indicate that using digital tools in school help to individualize teaching in order to consider the pupils’ individual needs in learning. Recent studies document as well that the teachers’ well-conceived teaching designs are important for target-aimed learning success. According to referred literature should teaching with help of media not replace the teacher in class but rather accompany it. There is however not much research related to digital multimedia schoolbooks which aim to cover all content in a subject. This paper presents two digital schoolbooks for German at Swedish schools in reference to underlying didactic parameters and in comparison, to digital tools. The paper refers both German and Swedish perspectives on digital learning. Finally, the paper deals with the question how far school providers are prepared to implement digital learning at school in order to fulfil their own ambitions.