少数民族法语教育中存在的问题及其对策

目前少数民族的法语学习与法语教学由于受教学体制、教学模式与教材的限制,存在一定的问题与局限性。针对少数民族法语教学中使用非母语授课而导致的理解困难程度加大,以及教材的匮乏而加重的教学与实际运用脱节的问题,法语教师应在教学过程中尽量使用目的语教学,并在原有教材上引入真实材料作为补充,同时根据欧洲统一语言参考标准按预期语言目标选取材料。     

Measuring and exploring the structure of teachers’ educational beliefs

This study explores the structure of French teachers’ educational beliefs. First, instruments to measure these beliefs are adapted and developed. Data is collected through focus group discussions and an online survey (n = 302). Factor analyses reveal a three-factor structure to measure teachers’ general beliefs about teaching and learning: ‘beliefs about student regulation of learning processes and knowledge construction’, ‘beliefs about teacher regulation of learning processes’, and ‘beliefs about knowledge reproduction’. Furthermore, a two-factor structure to measure teachers’ subject-specific beliefs about French language teaching is found: ‘traditional beliefs about French language teaching’ and ‘constructivist beliefs about French language teaching’. Second, this study explores the relationships between and within teachers’ general beliefs about teaching and learning and their subject-specific beliefs about French language teaching. Results show two distinct and independent belief structures: a traditional and a constructivist belief structure. Via cluster analyses, two clusters of teachers are found whose beliefs are consistent with these belief structures.     

社会认知视野下的大学法语教学

基于社会认知理论的外语教学理论目前是我国外语界比较热门的外语教育理论。社会认知理论为我国外语学习者的学习过程、学习动机、学习策略、社会文化环境等因素研究建立了理论基石,也为建构我国本土外语教学理论和教学实践提供了有利的理论支持。本文介绍了社会认知理论的概念,并探讨了社会认知理论对我国大学法语教学的启示——加强课堂教学改革、注重交际能力培养和提高跨文化意识。     

‘The torment of every seminary’: the teaching of French in British schools, 1780–1830

This article reconsiders the way in which the French language was taught in British schools from 1780 to 1830. In particular, it is shown that (contrary to recent claims) the use of recitation‐ and conversation‐based techniques, as opposed to rule‐based grammatical learning, persisted well into the 1820s, both in influential pedagogic textbooks and in the practical teaching methods favoured by certain schools. In order to reveal the extent of this trend, several neglected sources – such as Nicolas Dufief’s Nature Displayed in Her Mode of Teaching Language to Man (1804) and Arthur Hill and Matthew Hill’s Public Education (1822) – are assessed in some detail. In essence, this article argues that the favoured methods used to teach French in British schools in the early nineteenth century were far more diverse and heterogeneous than is usually acknowledged.     

A New Approach to the Teaching of Foreign Language by using Films

The use of video films in foreign language teaching in schools is as yet not firmly established, at least in the Federal Republic of Germany. This is especially true for the teaching of French as a foreign language. One of the reasons for this blind spot as to the use of this medium is the lack of adequate video films for the communicative foreign language classroom. A new series of video films for second year French classes and the corresponding exercises are to be introduced. I should like to concentrate on two aspects of this production: (1) the alternative design of the films proper, and (2) the implications for exercises in order to ensure that the films are used as media in their own right, thus adding a new dimension to the foreign language classroom.     

Investigating VAT (value‐adding technologies) and e‐ffectiveness in a French department

In 1998, when University College Northampton (UCN) selected WebBoard as its campus‐wide virtual learning environment (VLE) and encouraged its adoption, e‐learning became a central feature of the French Department's learning and teaching strategy. By September 2003, all the campus‐focused modules in French had become VLE‐resourced. In April 2004, we conducted a paper‐based survey to measure our students' views on (1) ‘e‐novation’ in general; and (2) computer‐assisted language testing (CALT) in particular, with a view to (1) evaluating the French Department's e‐ffectiveness; and (2) making student‐informed decisions for 2004–2005. This paper concerns itself, initially, with the origins of e‐learning in our French Department, the latter's evolving range of web‐based learning offerings as well as the educational principles underpinning our e‐learning strategy. It then presents selected results of our investigation and offers some tentative conclusions with regard to ‘e‐ffectiveness’.     

Bilingual education in Ontario: Issues and directions

Conclusions The impact of the immersion phenomenon in Ontario has been striking and complex. This brief review of research on bilingual education and its relationship to a variety of language teaching settings has shown that the immersion experiment has produced several constructive side effects. First, it has caused the re-examination of first language teaching in regular English classrooms and it is now sparking a move toward increased contact between educators of French as a first language and French as a second language. Second, it has heightened parental interest and led to the increased involvement of parents in their children's education. Canadian Parents for French, a national association formed in 1977, grew directly out of the excitement and interest created by bilingual education programs in Canada. Along with increased parental involvement has come the realization that the school — whether it is francophone or anglophone — cannot be expected to go it alone, that support for French must be generated in the media and in the community.Two recent conferences have resulted in part from this realization:Apprenons en français/Learning in French held at Glendon College in June, 1978, and the OISE Conference on French Language Instruction, the proceedings of which make up this issue ofInterchange. These were landmark events, since never before in Ontario had educators and parents involved in French as a first language and French as a second language come together to share their problems, ideas and hopes. Such meetings could and should represent the beginning of a continuing dialogue.     

多媒体资源在法语跨文化教学中的运用

本文对跨文化教学的必要性及法语跨文化教学的主要方法进行了论述,重点探讨了基于多媒体方法、电视节目、网络资源以及配套教学光盘等多媒体资源在法语跨文化教学中的运用,并阐述了多媒资源运用于法语跨文化教学的优点。     

Using stimulated recall to investigate pupils' thinking about online bilingual communication: Code‐switching and pronominal address in L2 French

This article demonstrates how evidence related to performance in computer mediated communication (CMC) can be used as a vehicle for researching pupils' thinking about using and learning a foreign language. The analysis is based on a qualitative study of pupils from two contrasting schools who had taken part in a multinational CMC project involving learners of French and English as a foreign language. The analysis focuses on the pupils' explanations and intuitions about their decisions with regard to two areas of their interaction in particular: code‐switching and pronominal address. The findings suggest that the English learners of French had an implicit set of communicative priorities in which interpersonal objectives tended to dominate over ideational objectives. Evidence from the study indicates the need for further research‐informed educational development in two areas: a reappraisal of the framework for foreign language teaching in England on the basis of greater emphasis on second language (L2) use within the framework; and more developed theoretical understanding of pupil cognition in relation to foreign language learning.     

Zur Theorie Und Praxis Des Gesteuerten Zweitsprachenerwerbs Im Vorschulalter

In 1968 a teacher exchange between France and some West German Länder was initiated. Experiments on teaching French as a foreign language were conducted in several German kindergartens. This paper is based on unsystematic observations of 5–6 year old children in a Munich kindergarten during 1972/73 who were taught French by a structured, direct method, controlling thematic, lexical and structural aspects. The data collected confirms the model of “meaningful concept learning” as against that of “audio-lingual habit”. Moreover, the use of the mother tongue in second language teaching is recommended as, not only does it help slow learners, but it also has a positive influence on personal and linguistic development as the experiencing of semantic universals is an important pre-condition for communication skills and long-term language learning motivation.     

大学英语通识教育课程教学模式研究

当前中国大学英语教学新一轮改革的重点是实现从教学形式到教学内容的根本转变,而用以英语为载体的通识类课程替代以语言教学为主体的大学英语课程,从而实现从语言技能培养到通识教育的转变势必成为我国大学英语教学改革的趋势。美国大学本科通识教育历史悠久、体系完善,其成功的通识教育教学模式给我国现阶段的大学英语教学改革带来诸多启示。     

基于图形—背景理论的英语强调句的认知解读

英语语言是线性结构,但在语言学习和使用的过程中,人们熟知强调句作为一种特殊的线性结构,用来突出说话人所要强调或引起听话人特别注意的成分。学者们将这一特殊又普遍的句式命名为分裂句,并从不同视角对这一句式进行种种描述。在此基础上,基于认知视角下的图形背景理论,对分裂句产生的心理基础进行描述,以期为语言教学中强调句的学习及二语习得中强调句式的习得尽一份微薄的力量。     

英语文学教学与语言能力培养

英语专业文学教学在培养学生语言能力中占有重要地位。通行的单向输入型、语言结构型和外围出去型教学方法忽视了学生的主体中心地位,将语言抽离作品进行孤立分析,使语言和文学教学脱钩,影响了文学教学效果。文学教学应以语言理解能力培养为目标,贯彻以学生为中心的原则,发挥其主观能动性去回应作品的“召唤结构”。在方法上,文学教学应以作品语言为本,在深入理解日常语言丰富意蕴的同时,注重语言运用的艺术魅力和审美特性。     

Generalising language-tutoring systems: A French/Spanish case study,using LINGER

This paper deseribes our experiences in trying to extend a language tutoring system, LINGER, to deal with Spanish. LINGER is based on Definite Clause Grammar (DCG) notation. It was first developed to teach French (Barchan, Woodmansee and Yazdani, 1986). Unlike traditional language-teaching systems, it incorporates human-like knowledge of the domain it is teaching. Experiences in modifying such systems are relevant both to language teaching and to attempts at turning tutoring systems designed for specific tasks into tools capable of greater generality and use.     

Disciplinary differences in the use of English in higher education: reflections on recent language policy developments

In post-Bologna Europe, there has been a noticeable increase in English-medium instruction. In this article we take the case of Sweden as an illustrative example of the wider disciplinary issues involved in changing the teaching language in this way. By 2008 the use of English in Swedish higher education had risen to such an extent that it had to be regulated at the governmental level and through university language policies. Such policies have attempted to provide generalised pragmatic guidelines for language use across educational programmes. In this paper we argue that such general policies fail to take into consideration fundamental disciplinary differences and their potential impact on language use. We present a theoretical argument about the knowledge structures of disciplines, relating these to the disciplinary literacy goals of educational programmes. We then illustrate our argument using data from an extensive survey carried out at a major Swedish university. We conclude that the disciplinary variation in the use of English can be seen as a product of different knowledge-making practices and educational goals. This conclusion problematises “one-size-fits-all” language policies which only deal with general features of language use and do not allow for discipline-specific adjustments.     

英、法、汉否定词对比——英、法、汉否定结构对比研究之一

否定是最常见的语言现象之一,英语、法语、汉语各有一套否定词语,三种语言的否定词语既有相同之处,又有着明显的区别;通过对英、法、汉三种语言的否定词语的对比分析,使中国学生、尤其是英语专业和法语专业的学生能恰当地使用中介语,更好地学习、理解、掌握和应用目的语,从而促进外语教学和跨文化沟通。     

语文教学语言与语文教育

语文教学语言除了一般教学语言的特点外,还具有综合基础性、语言艺术性、鉴赏阐释性三个显著特点。在课堂教学中,语言模式主要有解说式语言、描述式语言和细节式语言。要创造性地运用语言模式,以期达到理想的教学效果。     

文化视野中的教学语言技巧

教学语言技巧是教师在教学过程中运用语言的巧妙技能和方法。很少有人集中从文化的视野中研究这一课题。从宏观上考察、探讨教学语言技巧与文化的关系,具体论述了文化因素对教学语言技巧设计、调整和质量的制约、影响三个主要问题。     

“面向行动教学法”在高校法语教学中的应用探索

“把语言使用者和学习者首先定性为社会人,他们需要在某一具体的社会行动范围内,根据特定的条件和环境,完成包括语言活动在内的各项任务”,是“面向行动教学法”的核心教学理念。文章根据这一理念,通过对多个教学案例的分析,探讨“面向行动教学法”在高校法语教学中的应用,以激发学生学习法语的兴趣。     

Tradition, globalisation and language dilemma in education: African options for the 21st century

This paper addresses the dilemma of language in education in African countries with particular reference to Burundi. African languages are still marginalised by colonial languages such as French and English. Looking at other African countries in general and at the case of Burundi in detail, an analysis is made of the adopted policies aimed at promoting the use of the mother tongue as a basis for knowledge acquisition and cultural integration. Burundi has gone through a series of educational reforms both before and after gaining independence in 1962, with French and Kirundi competing as curricular teaching languages. After the integration of Burundi into the East African Community in July 2007, English and Kiswahili were added to the curriculum, complicating education policies. This article places particular emphasis on the contextual challenges that tend to impair the full implementation of the adopted policy reforms. The paper concludes by advocating for a multilingual approach in which the indigenous mother tongue serves as the basis for the acquisition of other languages in the curriculum.