French language
125 theses under this subject heading
Fransızca ve Türkçede akıllı telefon bağlamında yeni sözcük kullanımına (Neolojizm) yapısal bir yaklaşım
Neoloji, dilbiliminin üç dalı ile ilgilidir: anlamsal yönüyle sözcükbilimi, yapısal yönüyle biçimbilimi, toplum tarafından kelimenin kabul ve kullanım süreçleriyle ilgili toplum dilbiliminin araştırma sahasına girer. Neolojinin konusu olan neolojizm ise; ortaya çıkan yeni bir gösterilen (anlam) için yeni bir gösterenin üretilmesi şeklinde tanımlanabilir. Gerçekten, bilim ve teknolojinin sürekli gelişmesi yeni kavramların ortaya çıkmasına yol açmaktadır. Hem dilsel ve hem de toplum dilsel boyutları olan bu hadisenin en iyi gözlemlenebileceği alan, bilimsel ve teknolojik gelişmelerin günümüzde en hızlı ve yoğun olarak yaşandığı mobil teknolojileridir. Bu nedenle, bu çalışmada akıllı telefonlarını kullanma kılavuzları veri tabanı kabul edilerek Fransızca ve Türkçedeki neolojizmler yapı bakımından karşılaştırılmıştır. Çalışmada dilin içyapısına bağlı olarak Fransızca ve Türkçede sözcüksel anlamda değişimin nasıl gerçekleştiği, bununla birlikte toplum dilbilimsel etkenlerin dilin zenginleşmesine nasıl etki ettiği sorunsalına cevap aranmıştır. Çalışmada ilk olarak dilbiliminin iki yeni sahası olan neografya (yeni kelimenin sözlükleşme süreci) ve neoloji (yeni kelime yapma yöntemi) konuları ele alındıktan sonra, konunun kuramsal çerçevesi çizilerek, neolojizmin nedenselliği ve neolojizmlerin belirlenmesi ile ilgili bilimsel yaklaşımlar ve kuramlar değerlendirilmiştir. Nicel araştırma yönteminin benimsendiği bu çalışmada, veri tabanından elde edilen veriler, oluşturulan sayısal ispata dayalı araştırma modeli çerçevesinde değerlendirilmiştir. Bunun için farklı dört telefon markasının (Samsung, Sony, Vestel, Wiko) kullanma kılavuzları veri tabanı kabul edilerek tespit edilen neolojizmlerin iki dildeki (Fransızca, Türkçe) yapısal ve sayısal durumları, çıkış sebepleri ile sözlükleşme sürecinin karşılaştırılması amaçlanmıştır. Elde edilen veriler, Türkçe neolojizmlerin Fransızca neolojizmlerden daha fazla olduğunu göstermektedir. Diğer taraftan, İngilizceden Fransızcaya ödünçlenen kelime sayısının İngilizceden Türkçeye ödünçlenen kelime sayısından daha az olduğu anlaşılmaktadır. Bu çerçevede, her iki dilde kısmi ödünçlemelerin tam ödünçlemelerden daha fazla olduğu görülmektedir. İki veya daha fazla kelimenin bir araya gelmesiyle oluşturulan neolojizmler diğer türetme yöntemlerinden daha sık başvurulan bir biçim olarak karşımıza çıkmaktadır. Fransızca ve Türkçede sayısal olarak iki addan oluşan ve ad olan neolojizmler diğer türetme şekillerinden daha fazladır. Kendine özgü (diğer dillerde bulunmayan veya kullanılmayan) türetme şekilleri en fazla Fransızca kullanma kılavuzlarında tespit edilmiştir. İncelenen metinlerdeki neolojizmlerde İngilizce ve Türkçe yapısal benzerliğin Fransızca Türkçe yapısal benzerlikten daha fazla olduğu tespit edilmiştir. Kelime sayısı açısından tek kelimeden oluşan en fazla neolojizm Fransızcada, iki kelimeden meydan gelen neolojizmler Türkçede, üç kelimeden oluşan en fazla neolojizmler İngilizcede saptanmıştır. İki dildeki neolojizmlerin durumlarının yapısal bağlamda ve sözlüğe giriş süreçleri olarak farklı olması birçok nedene bağlanabilir, fakat genel olarak dilin kendi içyapısı ve dışsal yani toplumsal nedenlerden dolayı bu farklılıkların meydana geldiğini söylemek mümkündür.
Passivation en Français langue ètrangère
The action-oriented approach, introduced with the publication of the Common European Framework of Reference for Languages in 2001, emphasizes the teaching and learning of foreign languages through the accomplishment of tasks. In other words, this approach focuses on practical and functional activities that allow learners to use the language in real and meaningful contexts. Within the principles of the action-oriented approach, the use of passive verbs, considered as a form of reworking through passivation, is studied in the 8th unit of the textbook « Saison 2 Méthode de français (A2-B1) ». The objective of this study is to observe and examine the use of the passive voice in French. The aim of this memorisation is to analyze in detail the passive structures in the 8th unit of the textbook « Saison 2 Méthode de Français (A2-B1) », as well as the different functions, positions, and roles of passivation in this unit.
Les unités phraséologiques en Français et leur enseignement aux apprenants Turcs
The main purpose of this study titled "What is the place of phraseological units in the learning of French as a Foreign Language for Turkish-speaking learners?" is to analyze the field of phraseology. Thus, within the scope of our study, it was essential not only to consider linguistics, semantics, and pragmatics but also to add the learning dimension called "phraseodidactics". At the core of our reflection, we put three out of the four phraseological units called pragmatems, collocations, and locutions. First, we studied the different definitions given by different specialists in the phraseological field. Secondly, with the aim of having an improvement effect on teachers regarding the perception of concepts by Turkish-speaking learners, we interpreted the phraseological units. Thirdly, we undertook a comparative study of three different textbooks for teaching French as a Foreign Language (FLE) at the B1 and B2 levels: among which we have Saison, Tendances and Cosmopolite. Simultaneously, we analyzed two videos from the TV5monde platform to determine the place of the phraseological units within these different approaches.
L'analyse comparative des textes d'audiodescription français et Turc de «le parfum: Histoire d'un meurtrier» baseée sur les lignes directrices d'ADLAB
À l'instar de la technologie qui s'est développée après le nouveau millénaire, l'intégration des médias audiovisuels dans la vie humaine sous de nombreux aspects a augmenté plus que jamais. Cette situation a rendu la traduction audiovisuelle, un type de traduction multi-sémiotique et multimodale, beaucoup plus visible dans la traductologie. Étant le représentant hyposémiotique du type de traduction pour l'accessibilité dans le domaine de la traduction audiovisuelle ayant ses propres règles d'application, l'audiodescription est appliquée pour les personnes aveugles et malvoyantes qui ont un accès limité ou aucun accès aux visuels. Pour l'audiodescription, il existe plusieurs lignes directrices établies par de nombreuses institutions et organisations à travers le monde qui sont préparées pour améliorer la qualité et pour établir des normes internationales. L'une de ces lignes directrices est l'Audio Description : Lifelong Accessibility for the Blind and Visually Impaired (Accessibilité tout au long de la vie pour les aveugles et les malvoyants) ou brièvement ADLAB, qui a été soutenue par l'Union européenne et partagée avec le public international en 2014 et elles sont le produit final du projet du même nom. Dans ce mémoire, les profils d'audiodescription de la France et de la Turquie seront présentés tout comme les pays participants du projet ADLAB. Le film choisi comme corpus du mémoire sera analysé à la lumière des éléments discutés dans les lignes directrices d'ADLAB sur la rédaction des textes d'audiodescription, et une analyse comparative des textes d'audiodescription turcs et français du corpus sera effectuée. Cette analyse vise à révéler les différences entre les textes d'audiodescription créés par des descripteurs appartenant à des cultures différentes dans divers pays et à déterminer ainsi les différences interculturelles dans le domaine de l'audiodescription.
Analyse des éléments culturels dans les traductions en Turc et en Français des contes de fées de A. S. Pouchkine
Les contes sont une source très riche en termes d'éléments culturels et folkloriques. Le transfert de ces termes est un défi pour les traducteurs pendant le processus de la traduction. Les différences culturelles dans la traduction des contes, obligent les traducteurs à faire des choix en tenant compte de l'œuvre de départ, de la culture du destinataire et de nombreux autres aspects similaires dans le processus de traduction, afin d'assurer le transfert culturel dans les contes. Par conséquent, les traducteurs, qui doivent transférer les éléments culturels, qui sont assez caractéristiques, utilisent différentes techniques et stratégies pendant le processus de la traduction. Cette étude se focalise sur les contes d'Alexandre Sergueïevitch Pouchkine, qui occupent une place importante dans la culture russe. Écrits au XIXe siècle par Pouchkine, ces contes sont caractérisés par leur style particulier, qui est un mélange de poésie et des fables, et par la richesse des éléments culturels. De ce fait, la traduction de ceux-ci est un défi pour les traducteurs qui doivent adopter des stratégies et des téchiniques en fonction de la langue, la culture, le lecteur cible et le skopos. Cette étude analyse quatre traductions, deux « anciennes » et deux « récentes », de cinq contes dans paires de langues russefrançais et russe-turc. Dans le cadre théorique de cette thèse de maîtrise, pour identifier les éléments culturels dans les traductions turques et françaises des contes de Pouchkine, la notion des éléments spécifiques à la culture (ang. culture specific items) et les stratégies de traduction dans le transfert des éléments spécifiques à la culture d'Aixelà ont été utilisées. En outre, dans le passage des micro-stratégies de traduction aux macro-stratégies de traduction, on s'est servi des notions de « domestication » et d'« étrangéisation » de Venuti. Compte tenu de ces concepts et stratégies, dans le contexte de l'hypothèse de retraduction de Berman, le transfert des éléments spécifiques à la culture dans les retraductions des contes de Pouchkine du russe vers le turc et le français a été étudié.
L'évaluation de la formation initiale des enseignants de FLE en Turquie dans le cadre du processus de Bologne
The focus of this thesis is the relationship between language teacher competencies and undergraduate education programs that train French teachers in Turkey after the Bologna process (BP). Therefore, our study is based on two axes. First, "professional skills and competencies" highlighted by current European frameworks like EPLTE and EPOSTL regarding the contributions of undergraduate programs in acquiring these qualifications. A comparative qualitative analysis was conducted among four countries (Turkey, Bulgaria, Netherlands and Ireland) Secondly, by using mixed research methods and centering the undergraduate "program", our study reveals the correlations shaped by different variables in French Teacher training. In this context, our study also aims to present a coherent and evidence-based "needs analysis" for possible program design studies in French Teacher Training departments of the Faculties of Education. it has been attempted to determine the "Perception of Self-efficacy", "Attitudes towards undergraduate education program", "Academic Success " and "The most striking needs during undergraduate education" of French teacher candidates, and it has been predicted whether there is a linear correlation between them. To serve this purpose, we used a total of three research tools. Both the quantitative and qualitative results showed that the perception of self-efficacy decreased in the teaching strategies subscale, as the indicators of main needs for pre-service French teachers accumulate through classroom practices and courses given in French. A positive linear relationship was found between "attitudes towards the program", "academic achievement" and "self-efficacy" levels.
L'atelier cinéma dans l'enseignement du FLE une étude de cas qualitative
Action-Oriented Approach, which is appeared with "The Common European Framework of Reference for Languages" published in 2001 puts great emphasis on the formation of authentic communication situations in language learning and teaching through tasks. Tasks and actions in foreign language education are carried out through taking into consideration their usefulness and applicability in real social life. Atelier Cinema which is suited to the principles of Action-Oriented Approach is considered as an activity which enables French thinking and develops linguistics capabilities in communication and interaction aimed to be in a real social context. The aim of this study is to reveal and observe how Cinema Atelier activities can be realized within the principles of authentic communication situations. Besides, how cinema supported French language education can be used for French thinking/learning and how effective it is in order to enhance various aptitudes of learners and their learning process.
L'utilite du ludique et sa fonction didactique dans l'enseignement/apprentissage du FLE
The aim of our study is to emphasize the benefits and gains of playful activities for adult students. Our objective is to develop oral communication skills of adult learners, especially on the basis of the most frequent difficulties they encounter during the French as a foreign language learning process. To this end, we have placed the concept of motivation which highly contributes to the teaching and learning process, at the center of our study. In order to have a better understanding of this concept, we have studied its important effects on the students during the learning process. Thus, we have come to the conclusion that desire to learn constitutes an indispensable condition during the teaching and learning process. Thereafter, we have named the playful activities as activities which have a motivating role in the learning and teaching process. Furthermore, we have determined that the concept of game is strictly dependent on the children and that the most of the games aim to develop and educate them. Therefore, the lack of playful activities for adult students has conducted us to focus on this public. Thereafter, we have compared the children and adults during the learning process in many aspects. Based on this comparison, we have realized that adults need the positive effects of playful activities -especially the motivation aroused by those activities- as well as children. As a result, we have looked for ways to promote the oral communication skills of adult students through the playful activities we propose.
L'orthographe lexicale du Français et sonenseignement/apprentissage
The teaching of French as a foreign language encounters obstacles in regard to orthographic competence. These obstacles are mostly due to the differences between spoken and written French. The gap between these poses problems regarding transcription and causes a need for orthographic reform. We can also add to the list of difficulties etymological and historical remnants, diacritics, double consonants, punctuation marks, along with specific letters that appear, following rules of usage, oftentimes carrying with them their own exceptions. In the present work, we studied the gap between the spoken and written codes, then the 'plurisystem' of the French language and some spelling difficulties that are problematic in writing. Then, we analysed orthographic competence through the prism of the Common European Framework of Reference for Languages (CEFRL), the proficiency expectations of the Diplôme d'étude de langue française (DELF) and Diplôme approfondi de langue française (DALF) designed by the Centre international d'études pédagogiques (CIEP). This study had us acknowledge the existence of two types of orthography: grammatical orthography and lexical orthography. In this context, we have studied the different typologies of spelling mistakes. To conclude, we proposed some activities and leads to improve the teaching of lexical orthography in a French as a foreign language class.
Étude des verbes performatifs dans l'apprentissage du FLE
Notre travail consiste à analyser et à étudier la place attribuée aux verbes performatifs dans l'apprentissage du français langue étrangère. De ce point de départ, nous nous sommes orientée vers le domaine des sciences du langage dont nous pouvons citer essentiellement la sémantique et la pragmatique. Ce travail est centré sur la valeur pragmatique des 175 verbes potentiellement performatifs (VPP) lesquels sont classés par catégorie dans laquelle ils sont ordonnés par ordre alphabétique. Cet agencement est retravaillé au niveau des occurrences en million de mots d'après Le Robert Dixel Mobile. Par la suite, les données du plus fort au plus faible degré de synonymie et d'antonymie sont dressées selon le CNRTL. Par ailleurs, nous avons effectué un classement décroissant par rapport à leur occurrence dans chaque catégorie respective. Prenant comme support ces avant derniers résultats, nous avons accouplé les synonymes et les antonymes des VPP d'après leur relation de degré maximale. En nous référant au dépouillement des VPP dans les manuels de Festival 1 et 2, nous avons procédé à l'évaluation du recrutement des relevés obtenus en fonction des tableaux de synonymie/antonymie ainsi que des tableaux des occurrences dont les caractéristiques sont citées plus haut. Enfin, nous avons terminé notre analyse en leur octroyant la valeur qui leur est destinée. Nous n'avons trouvé que quelques exemples de performatifs explicites dans les manuels et constaté que seule une minorité des verbes de notre corpus y figurent. Parmi ces verbes, certains n'ont aucune valeur pragmatique.
Les documents authentiques dans l'enseignement du FLE
The authentic document and the French textbook Saison 1 (A1-A2), which we have chosen to analyze these documents, constitute the main focus of our thesis. Documents of any type can be considered as one of the most important components of the foreign language teaching/learning process. These documents can be introduced into the learning environment via the language textbooks or through the teacher, which is another important component of the process. Factors such as age and level play an important role in the choice of documents with functions like facilitating the learning process, helping learners in constructing meaning. In addition to the importance of choosing the documents that fit the intended skill, it is important to emphasize the importance of the quality of the chosen document to the motivation of the learners and the achievement of effective and permanent learning. Therefore, the contributions of authentic document in the learning environment are continued to be discussed and considered to enrich the learning environment. In this thesis, the aim is to analyze the authentic documents and to observe the frequency of their use in the book which was chosen. We analyzed the contribution of the various types of authentic document which were more frequently used.
L'utilisation des tâches dans l'enseignement du FLE
This study aims to examine and analyze the role of tasks in the CEFR action-oriented approach in French as a foreign language. First, by making a comparison between the communicative approach and the action-oriented approach, we emphasized the importance of this perspective. We then illustrated the tasks to distinguish them from language activities and exercises. After analyzing the characteristics of the tasks of the CEFR, we have addressed criticisms concerning the authenticity of the tasks in the CEFR. We presented the new categorization of tasks proposed by Christian Ollivier. We put forward the real-world tasks recommended by him, as well as the ICT tools, especially Web 2.0, in the service of carrying out these tasks. Subsequently, to show the place of these tasks and tools in practice, we developed a grid of analysis and evaluation tasks. We have analyzed and evaluated the tasks in two French language textbooks 'Saison 1' and 'Édito A1'. After analyzing these tasks, we tried to convert real-life tasks and virtual projects in these textbooks into more authentic tasks in the Turkish context. We have focused on the integration of ICT in the classroom to design and realize real-world tasks on the Web 2.0 in French as a foreign language in Turkey, for which we have demonstrated SAMR model of technology integration developed by Puentedura.
Fransızca literatürde Hz. Muhammed ve Kur'ân'a yaklaşımlar
Tez, giriş, üç ana bölüm ve sonuçtan oluşmaktadır. Giriş bölümünde Fransız oryantalizmi ve kurumları ile, araştırmanın kaynakları hakkında bilgi verilmektedir. Birinci bölümde; Fransızca literatürde Hz. Peygamber'e yaklaşımlar incelenmektedir. Hz. Peygamber'in şahsiyeti, özel hayatı, peygamberlik öncesi durumu, peygamberliği, samimiyeti, önceki dinlerle ilgisi ve sünnet (hâdis) konularına yönelik oryantalist yaklaşım ele alınmaktadır. İkinci bölümde; Fransızca literatürde Kur'ân algısı konusu incelenmektedir. Kur'ân'ın tanımı, önceki din ve kültürlerle ilgisi, yazılması, toplanması ve çoğaltılması ile kompozisyonu ve içeriğine yönelik yaklaşımlar ele alınmaktadır. Üçüncü bölümde; kıraat kavramı, kıraat farklılıklarının sebepleri, mevcut kıraatler, farklı kıraatlerin durumu ve Mushaf'ın nihai şekli konuları ele alınmaktadır. Kıraatler konusu genellikle Fransız oryantalist Régis Blachère'in yaklaşımı çerçevesinde incelenmektedir. Her bölümün sonunda bölümde ele alınan konuların genel bir tahlil ve değerlendirmesi yapılmaktadır. Sonuç kısmında ise çalışmanın geneli üzerinde elde edilen bilgiler doğrultusunda varılan kanaat ve neticeler ifade edilmektedir. Fransızca literatürde Hz. Peygamber ve Kur'ân algısının on sekizinci yüzyıldan sonra yumuşamaya başladığı, on dokuzuncu ve yirminci yüzyılda, Kur'ân üzerine geniş araştırmalarla söylem farklılığının ortaya çıktığı, söylemde yumuşama olmakla birlikte, eski anlayışı çağrıştıracak tarzda yaklaşımların devam ettiği, bu yaklaşımın Hz. Muhammed, Kur'ân tarihi ve kıraatler konusunda kendini gösterdiği, buna göre, Hz. Muhammed'in peygamber olmadığı, Kur'ân'ın vahiy değil Peygamber'in kendi sözü olduğu, nihaî şeklinin ise geleneğin katkılarıyla oluştuğu, ayrıca bu fikirlerin kıraatler konusuna yaklaşımda etkili olduğu, bu konuya Kur'ân'ın korunmadığı açısından yaklaşıldığı değerlendirilmiştir.
Marifet: Asır sonu Osmanlı basınında Osmanlıca-Fransızca bir edebiyat dergisi
Bu araştırmanın amacı, 9 Ocak 1898 ile 8 Eylül 1898 tarihleri arasında Fransızca ve Osmanlıca nüshalar halinde yayınlanan ve Théodossia Sophroniades tarafından idare edilen haftalık edebiyat dergisi Marifet'i edebî çevrelere tanıtmaktır. Marifet'in imtiyaz sahibi, müdiresi ve yazı işleri müdürü; Osmanlı-Rumu entelektüel bir kadın yazar olan Théodossia Sophroniades'tir. Théodossia Sophroniades, Osmanlı basınında neşredeceği bir dergi için imtiyaz hakkı talep eden ve bu hakkı elde eden ilk kadındır. Bu çalışmada, Osmanlıca ve Fransızca tüm nüshalarını Türkçe'ye tercüme ettiğim Marifet dergisinin 19. yüzyıl sonu Osmanlı edebiyatına neden, nasıl ve ne şekilde bir yenilik getirdiğini sorgulayacağım. Sosyal ve kültürel anlamda Avrupa medeniyetleri seviyesine yükselmek amacı doğrultusunda ihtiyaç duyulan potansiyele halihazırda sahip bir Osmanlı kültürü tasavvurunun, derginin yayın politikasının bel kemiğini oluşturduğunu ortaya koyacağım. İktidar ve bürokrasi tarafından desteklenen Marifet dergisini, asır sonunda, Batı'nın nasıl temellük edileceğini gösterir sistematik bir modernleşme projesi olarak değerlendireceğim. Derginin bilhassa Fransızca bölümünde cereyan eden kadın konusunu, büyük oranda Théodossia Sophroniades'in şimdiye dek göz ardı edilen edebî hikâyelerindeki modern kadın imgesi üzerinden açımlayacağım. Müslüman olmayan Osmanlı bir kadının, doğduğu kültürün ötesine hitap eden edebî kadın karakter çizimleriyle ne kadar modernite odaklı metinler üretebildiğini göstereceğim.
L`enseignement de la traduction dans la classe FLE
ABSTRACT Nowadays, the primary purpose of foreign language teaching is to enable learners to acquire the target language with its real function; that is to enable them to communicate in the target language. In relation to this, the translation course which is used as a medium to practice the target language, can also gain communicative function. As a result of this, identifying the structural equivalents in the target and the first language would not be enough in teaching translation. On the contrary, translation should be considered as a process which aims to translate meaning expressed in target language to mother tongue. Consequently, translation must not be viewed as a tool to check progress in the target language, but as a goal in its own rights. Similar to teaching other skills, in teaching translation, activities should be designed based on a curriculum that aims to teach the techniques for effective translation. Translation instruction, therefore, must be based on activities that aim to develop certain strategies related to translation. This study aims at presenting the findings of this study to the language teachers who would like to help their students to develop strategies for translation and to gain proficiency in producing the translation equivalents of the texts in the target language. For this purpose, 24 students worked on 16 activities that follow a certain program based on interpretive translation for 3 hours throughout 19 weeks. For data collection, students were given an inventory to test translation strategies and a text to translate. In order to test the effectiveness of the activities used throughout the training period, this inventory and the text were given both before and after training. The findings of the study indicated that the activities developed based on interpretive translation help students to develop translation strategies and to gain proficiency in producing translation equivalents of the texts.
L' Enseignement du vocabulaire dans la classe de F.L.E.
IV ABSTRACT Bye the use of communication as a way in language teaching, our first purpose has become making the learners competent in communication in FSL classes. To serve that purpose, as it has been always used up to now in every ^step of language teaching, the phase of communication has important role in teaching the skill of reading. This is put into practice by bringing various reading materials to classes and again fed by the activities done in classes. These activities are organized in the way to support the students in having some reading strategies. In this research paper, it has been aimed that students should be made consciously raised for some reading strategies and especially for the strategy of drawing conclusion in reading classes. The research,-through the help of strategy training, has been applied to two groups each of which consists of 9 or 1 1 people, in 3 hour period and which covered eight-week teaching period. The texts used in classes are especially designed in the way to activate the strategy of drawing conclusion. A pre-test including the measurement reading strategies and the strategy of drawing conclusion, was applied to the students in both experimental and control group. Through that eight-week period, experimental group was given a Self-evaluation form after each class to make them conscious about these strategies. After the eight-week period, both groups were given the ultimate test, and a new measurement of reading strategies to see if the expected changes have occured on the experimental group. Under the light of the finding of the research any remarkable change on the control group hasn't occured but many remarkable changes were observed on the experimental group. But even these results are not seen as meaning ful as we had expected. To sum up, it was observed on the experimental group that the Self-evaluation Form which was used to make them conscious about inferencing strategies on the experimental group was not as effective as expected.The factors which may have effected the results in a way are discussed and the necessary suggestions are given in the summary part.
Enseignement-apprentissage de l'expression ecrite en FLE, environnement numérique e travail et internet: Le cas de l'Université Anadolu
The difficulties felt by learner of foreign language in writting led us to practice a different model of teaching. This model consisted in implementing a step being able to assemble on a side the needs for pedagogy of the writing with centering on learner, another side the use of the new tools getting motivation with learning and maintaining the presence of the teacher. Accordingly, we had recourse to a virtual classroom which is a platform built on the model of the Numerical (Virtual) Environment of Work. Thus, it allows its users an access point unified to the whole of the tools, numerical contents and services concerning their activities.Our virtual classroom was been built for the course of writing in French foreign language (Writing in French II: Class first) assumed the second semester in the Department of French Foreign Language of the Faculty of Pedagogy (Anadolu University in Turkey). This research leans on a sample of 30 individuals: a half followed the course in a traditional way (reference group) and other half with site of class (experimental group). Using various tools for data acquisitions we sought to know the effects which virtual classroom could have on a course of writing in French Foreign Language in terms quantitative (scores obtained with the editorial activities), in terms of motivation like in terms of remediation to the difficulties felt in this discipline:- We used a preliminary test (T1) and a final test (T2) in the objective of a comparison between the scores obtained by their intermediary. The T1 was been managed before the intervention and T2 after the intervention with the entire sample. We saw that the results of the experimental group were a little higher and even if the difference were not important between the two groups, we think of that Numerical (Virtual) Environment of Work provoked some positive transformations.- The analysis of the questionnaire of motivation managed to the experimental group showed us that the individuals setting up this group was been motivated by this mode of teaching. The great majority of learning agreed on a satisfaction of training and a climate of training pleasant and stimulating. This confirms our hypothesis of the effects of the Numerical (Virtual) Environment of Work on the motivation of learning.- The analysis of the semi-directed maintenance managed with the experimental group revealed remarks in favor of the virtual classroom. According to learners, the virtual classroom helped to cure the felt difficulties. In addition, the remarks also confirmed the opinion on the motivation and the climate of training resulting from the analysis of the data of the questionnaire of motivation. This confirms our hypothesis of the effects of the Numerical (Virtual) Environment of Work on the efficiency of the remediation.Even if in quantitative term, the virtual classroom did not show the desired effect, we think that it nevertheless brought to learning and their offered a pleasant environment of work.
L'utilisation de l'apprentissage coopératif dans la classe de fle
The ideas behind contemporary education encourage foreign language teachers to assume the responsibility of choosing and applying the teaching methods that will ensure the most effective learning in their foreign language classes. It is acknowledged that positive contributions are made to academic success of students through the use of certain methods in which students? active participation is realized. When the fact that students have different abilities, thinking styles, motivation levels and interests is considered, one of the methods believed to take all these differences into consideration and ensuring active participation of students is ?Cooperative Learning?.Considering the reasons mentioned above, we used jigsaw technique, which is believed to improve students? achievement, motivation level, and reading comprehension skills in French reading lesson.The subjects of the study consist of the first year students studying in Department of French Language Education, in Faculty of Education of Anadolu University during the spring semester of 2009-2010 academic year. We conducted French reading lessons for this sampling group, consisting of 16 volunteer students (14 girls and 2 boys), by using Jigsaw-II technique three hours a week for six weeks:- The results obtained from pre and post test through the comparison of the subjects? grades, it is observed that there is a remarkable increase in students? grades at the end of this application realized in French reading classes by using Jigsaw-II technique. This means that Jigsaw-II technique increases students? academic success.- The results of the questionnaire administered to the students at the end of the application are as follows: Jigsaw-II technique increased the motivation of students regarding French reading lesson and the materials used in lessons; the students were contended to use this technique and group works; and this technique fostered students? use of social skills.- The semi-structured interview technique, another data collection technique, was applied to the experimental group at the end of the process. The data obtained from this interview supported the fact that the students benefited from Jigsaw-II technique. Most of the students agree that Jigsaw-II technique increased their reading-comprehension skills, interests in the lessons, dictionary use, interaction in class, social skills and active participation. Finally, the results also supported some of the students? answers given in the questionnaire.In conclusion, it can be suggested that Jigsaw-II technique used in Foreign Language French Reading Class is useful for students and it increases their academic success by creating a positive learning environment in classroom.
Fransızca yabancı dil dersinde bilişsel akademik dil öğrenme yaklaşımına dayalı okuma stratejileri öğretiminin okuduğunu anlamaya ve strateji kullanımına etkisi: Eskişehir Osmangazi Üniversitesi örneği
Bu araştırmada, Fransızca yabancı dil dersinde Bilişsel Akademik Dil Öğrenme Yaklaşımına (CALLA) dayalı okuma stratejileri öğretiminin öğrencilerin okuduğunu anlama düzeylerine ve okuma stratejilerini kullanma durumlarına etkilerinin incelenmesi amaçlanmıştır. Ayrıca, CALLA'ya dayalı okuma stratejileri öğretimi sonrasında öğrencilerin uygulamaya ilişkin görüşleri araştırılmıştır.Araştırma, eylem araştırması olarak desenlenmiştir. CALLA'ya dayalı okuma stratejileri öğretimi, Eskişehir Osmangazi Üniversitesi (ESOGÜ) Yabancı Diller Bölümünde 2009-2010 öğretim yılı bahar döneminde Fransızca hazırlık programında öğrenim gören 18 öğrenciyle, haftada 4 ders saati olmak üzere 8 hafta boyunca gerçekleştirilmiştir. Araştırmanın verileri; Okuduğunu Anlama Başarı Testi, Okuma Stratejileri Ölçeği, anket, sesli düşünme tekniği, görüşmeler, video kayıtları ve günlükler aracılığıyla toplanmıştır.Verilerin çözümlenmesi sonucunda elde edilen bulgular, gerçekleştirilen okuma stratejileri öğretiminin öğrencilerin okuduğunu anlama düzeyleri üzerine olumlu etkileri olduğunu, uygulama sonrasında orta ve zayıf başarı düzeyindeki öğrencilerin iyi başarı düzeyindeki öğrencilere göre okuduğunu anlamada daha fazla gelişim gösterdiğini ortaya koymaktadır.CALLA'ya dayalı okuma stratejileri öğretiminin öğrencilerin okuma stratejilerini kullanma durumlarına etkilerine ilişkin olarak Okuma Stratejileri Ölçeği'nden elde edilen bulgular, uygulama sonrasında genel olarak öğrencilerin özellikle seçici dikkat ve kendi kendine soru sorma stratejileri olmak üzere çeşitli stratejileri daha sık olarak kullandıklarını göstermektedir. Sesli düşünme tekniği aracılığıyla elde edilen bulgulara göre, öğrencilerin uygulama sonrasında kullandıkları bilişsel stratejileri ve bilişbilgisi stratejilerini çeşitlendirdikleri, öğrencilerin strateji türü ve sıklık olarak dilbilgisine dikkat etme ya da tümdengelim stratejileri yerine başlığa dikkat etme, metin bölümleri arasında bağ kurma gibi stratejileri daha fazla tercih ettikleri saptanmıştır. Hem uygulama öncesinde hem uygulama sonrasında, tüm başarı düzeyindeki öğrencilerin bilişsel stratejileri bilişbilgisi stratejilerine göre daha sık kullandıkları; ancak uygulama öncesiyle karşılaştırıldığında uygulama sonrasında kullanılan bilişbilgisi stratejilerinin sıklığının zayıf başarı düzeyindeki öğrencilerde arttığı, diğer başarı düzeyindeki öğrencilerde ise azaldığı saptanmıştır. Ayrıca, özellikle orta ve zayıf başarı düzeyindeki öğrencilerin kullandıkları stratejileri çeşitlendirdikleri, uygulama öncesinde fazla tercih etmedikleri stratejileri kullanmaya başladıkları belirlenmiştir.Uygulama öncesinde ve sonrasında öğrencilerin Fransızca okuduğunu anlamaları ve kullandıkları okuma stratejileri hakkındaki görüşleri, uygulama sonrasında öğrencilerin okuduğunu anlamalarına ve kullandıkları stratejilere ilişkin farkındalıklarının geliştiğini göstermektedir. Öğrencilerin gerçekleştirilen okuma stratejileri öğretimi hakkındaki görüşlerinin ise genel olarak olumlu olduğu belirlenmiştir.Sonuç olarak, CALLA'ya dayalı okuma stratejileri öğretiminin özellikle orta ve zayıf başarı düzeyindeki öğrencilerin okuduğunu anlama düzeyleri üzerinde ve genel olarak öğrencilerin stratejileri kullanma durumları ve stratejilere ilişkin farkındalıkları üzerinde olumlu etkileri olduğu saptanmıştır.
Reduire/vaincre l'anxiete langagiere en production orale avec les jeux de roles : Une experience avec des etudiants de FLE de l'universite Anadolu
Speaking anxiety experienced by French language learners is what inspired the present study. The main purpose is to provide a better understanding of the anxiety level and its igniting factors of a group French language learners and relieve this anxiety with an appropriate teaching technique. To these ends, role play, which is believed to encourage students in groups to be more creative, active, and motivated, was used. The participants of the study are 17 first-grade students who signed up for speaking class at the Department of French Language Teaching, Anadolu University in the education year 2012-2013. Both qualitative and quantitative data were gathered. Foreign Language Student Anxiety Scale (FLSAS) was used as a pre and post-test to identify the anxiety level of the participants, and a speaking exam was administered to evaluate their speaking proficiency. After the treatment, a semi-structured interview was conducted with all the participants to find out the effect of role play technique on speaking anxiety and participants' belief about the process. The quantitative and qualitative findings of the present study show that this 8-week-role play treatment resulted in a statistically significant difference between the pre and post test results of the participants. When the test findings were compared, it was seen that the anxiety level of the participants decreased, and their speaking proficiency developed. The qualitative analysis of the interview data revealed that role play technique played a key role in relieving the participants' anxiety level. It also created a more creative learning environment, enhanced the participants' other language skills, and enabled cultural interaction. Furthermore, the treatment helped the participants express themselves better in public, have self-confidence, and feel more courageous. Mots-Clés : L'anxiété langagière, l'anxiété à parler, la production orale, les jeux de rôles
Communication interculturelle dans l'enseignement de langue etrangere : Analyse des opinions des enseignants à travers les exemples de la France et de la Turquie
Nowadays, the borders among countries are gradually disappearing by the effects of communication technologies and globalization. Therefore, intercultural communication is now a necessity in the international platform. To preserve cultural diversity by developing the concepts of "other" conscious and "respect" to different cultures, with reference to be aware of his/her own culture and to identity-conscious, is among the motives forming the basics of intercultural communication. In that point, as it is stated in The Common European Framework of Reference for Languages (CEFR), current foreign language curriculum should be prepared appropriate to the goal and practices of acquiring intercultural communication skills. Without doubt, the teachers have the biggest responsibility in making students attain these skills as well as in every educational process. The aim of the study is to define, to investigate, and to compare the views of foreign language teachers on international communication. A qualitative case study, which enabled us to define the views of foreign language instructors on international communication skills in foreign language teaching, was carried out to reach that aim. The instructors were chosen from France and Turkey. In this context, twenty instructors, seven instructors from the Department of French Language and six instructors from the Department of English Language of Jean Jaurès University in France, Toulouse, six instructors from the Department of French Language of Anadolu University School of Foreign Language Teaching, in Turkey, were firstly given a questionnaire to obtain their general opinions on the issue. Then, a semi-structured interview, based on the questionnaire, was applied in order to examine the opinions in details. The data was obtained in eighteen months. At the end of the data analysis, five main themes (relationship language-culture, intercultural communication practices in foreign language teaching, difficulties in intercultural communication practices, pedagogic documents, teacher and intercultural communication) and twenty seven subthemes were determined. It was found that cultural identity is an important factor that affects the world view, thought system, language use, and behaviour pattern in society. Nonverbal cues also carry meaning and convey messages between speakers during communication, such as verbal cues. References, arising from cultural differences that vary from culture to culture, sometimes cause different interpretations and even misunderstandings. In foreign language education, intercultural communication skill contributes to the development of the other consciousness that leads the student to recognize and to interact with what is different from himself. Teachers who are an intermediary also among all students who come from different cultures as well as the target and source culture play a leading role in the development of intercultural communication skill in foreign language teaching process. Teacher is responsible for students' recognising their own identity by discovering their cultural codes, and developing the consciousness of other and relativity through the target language-culture. In this regard, all the teachers who participated in the study were observed to have experienced difficulties in including the intercultural approach into their courses, even though they were aware of the function of foreign language teaching of intercultural communication to a certain level. On the other hand, it was revealed that none of the participants received any training on intercultural communication. In our study it was found that the teachers in three different contexts generally agreed upon language-culture relation, intercultural communication practices, difficulties they encountered in these practices, and course materials although each of the teachers gave examples from their own contexts; however, they were found to have disaccorded on the issues such as teacher competence, abroad experience, objectivity and impartiality within the scope of intercultural communication. However, these differences were not found in the comparison groups but among the participants of within each group. Keywords: Intercultural communication, Communication skill, Foreign language teaching, Teachers' opinions
Une etude de cas qualitative sur l'utilisation des consignes scolaires dans une classe de Fle
The instructions that exist in all areas of life have an important place in the field of education. Instruction is a fundamental tool that guide learning process both in classroom interactions and in the course of evaluation. The aim of the current study is to determine the role and the place of the instruction in French language class, and also to study more closely the teaching practices of learners and teachers. Therefore, this qualitative case study was conducted in order to better understand the perceptions and the tendency of the participants. Nine students and one teacher from the preparatory class of the School of Foreign Languages of Anadolu University took part in this study. The data were collected by means of semi participant observation, semi-structured interviews and document analysis techniques, all of which are the qualitative data collection methods. Firstly, a semi-participant observation lasting for 10 weeks was conducted and at the same time, written materials used in the class were gathered. Immediately after the observations were made, the interviews were conducted with seven students and one teacher who were already observed in their classrooms. After all the data were collected, they were analyzed by the researcher and two experts in the field of teaching/learning of French language. For the analysis, the codes and the themes were identified in the data. Four key themes and nine subthemes were revealed after the data analysis. The key themes emerging from this data are; (1) The transmission of the instruction by the teacher, (2) The reading of the instruction by the learner (3) The problems of understanding the instruction, (4) Learner's awareness level of using instructions and their attitudes towards them. Mots clés : Autonomie,Consigne, Etude de Cas,Français Langue Etrangère. Instruction.
La Classe inversée dans les pratiques de l'enseignement du FLE
Taking account of learners' language and pedagogical needs as well as their autonomous learning are the priorities of the action oriented language teaching. However, modeling language courses by rigorously respecting the three classical pedagogical units (which consists in learning the same thing, in the same class and at the same time as the others) does not always allow language learners to progress at their own pace or to use their own strategies. It is therefore important to design learning contexts in such a way as to assure the personalization of the learning process and to reconcile the best parts of the face-to-face learning and the distance learning. The flipped classroom, which involves consulting the course content in advance and making more efficient activities such consolidation and production during the course time, is one of the hybrid models developed in this perspective. The present study was carried out in order to observe the effects of this model on the grammatical and lexical knowledge of the learners of French as a foreign language and to reveal their evaluations on the implementation of the model. In this study where we used both quantitative and qualitative methods, 20 learners enrolled in the preparatory classes in the academic year 2015-2016 received, during 8 weeks, contents to be treated at the home and at their own pace. By following the "single-group pre-test-post-test model", we administered a test to our sample before and after each intervention. As for the collection of qualitative data, we conducted semi-directed interviews with 10 learners following our experimentation phase. After comparing the pre-test and post-test results, we found a statistically significant improvement in the learners' knowledge included in the quantitative analysis. In the analysis of qualitative data, we consulted two specialists and identified the following themes: Learner's opinions on the flipped classroom, effects of the flipped classroom on learners' ways of learning, ways in which learners appropriate the flipped classroom, learners' opinions on videos, learners' opinions on continuation of the model, suggestions of learners for future practices of the model. Keywords: Blended learning, Flipped classroom, French as a foreign language, Autonomy, Learning strategies.
Fransız Seyahatnamelerine göre 19. yüzyılda Osmanlı toplumunda dini yaşam
19. yüzyılda yazılan Fransız seyahatnamelerinden yola çıkarak Osmanlı toplumundaki dini yaşantıyı ele alan bu çalışmada sadece Türkler ve Müslümanların değil gayrimüslim olan azınlıkların da dini hayat ve yaşantısı anlatılmaktadır. Farklı meslek gruplarından olup farklı gayelerle Osmanlı topraklarına gelen Fransız seyyahların, Osmanlı toplumundaki dini ve etnik çeşitliliğinin günlük yaşantıya nasıl yansıdığı ele alınmaktadır. Fransız seyyahların genellikle tarih ve kültür merkezi olması nedeniyle İstanbul eksenli bir Osmanlı imajı sundukları da bilinmelidir. Türkleri belli konularda takdir etmiş olsalar da genellikle olumsuz bir tasavvura sahip oldukları görülmektedir. Oryantalist yaklaşımların fazlasıyla bulunduğu bu seyahatnamelerde, Fransız seyyahların düşünce ve gözlemleri, Doğu insanının gizemli yaşantısı incelenmektedir. Çalışma üç bölümden oluşmaktadır. Birinci bölümde seyahatnamelerin kaynak değeri ve seyyahların Osmanlı toplumu ile dinlere karşı olan bakış açıları aktarılmaya çalışılmıştır. İkinci bölümde Fransız seyahatnamelerine göre 19. yüzyıl özelinde Müslümanların sosyal ve dini yaşantıları incelenmiştir. Burada Müslümanların aile yapısı, dini kurumları, din adamları ve dini yaşantıları aktarılmıştır. Seyyahların bilhassa Ayasofya, dervişler ve mezarlıklar hakkında geniş çaplı detaylar verdikleri görülmektedir. Üçüncü bölümde ise aynı yüzyılda gayrimüslimlerin, bilhassa Hristiyanların Osmanlı coğrafyasındaki dini yaşantıları irdelenmiştir. Buna göre Hristiyanların dinlerini rahat bir ortam içerisinde yaşadıkları seyyahların büyük çoğunluğu tarafından kabul edilmiştir. Yahudiler hakkında ise genellikle olumsuz yorum ve değerlendirmeler yapıldığı görülmektedir.