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Teaching non-verbal communication by the authentic video in class of FFL in Libya ; Enseignement de la communication non verbale par la vidéo authentique en classe de FLE en Libye
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In: https://hal.univ-lorraine.fr/tel-02019379 ; Linguistique. Université de Lorraine, 2016. Français. ⟨NNT : 2016LORR0249⟩ (2016)
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Abstract:
Texte intégral accessible uniquement aux membres de l'Université de Lorraine ; Currently, the teaching of foreign languages generally aims to teach students to communicate. Referring to the communication to the expression of a vast universe of beliefs and behaviors that are expressed interactively and / or non-interactively, thanks to sensitive and / or intelligible systems. When these beliefs and behaviors, and their forms of expression, are shared by a group of people, we are facing the concept of culture. Thus, foreign students must acquire the essential skills that will enable them to communicate with people of another culture : they will then know, understand and, if possible, acquire all of the information characterizing this culture, that is their verbal and non-verbal activities, their beliefs and communication systems. Nonverbal communication is a vast field within the cultural system of communication, concerning all signs and linguistic signs systems that are used to communicate. The importance of the integration of signs and systems incorporating non-verbal communication in the curricula of FFL (French as a Foreign Language) is reported and included in the European Framework of Reference for Languages : learning, teaching, assessing (Council of Europe, 2001). In the chapter about the use of language, the CEFRL recommends taking into account the skills that students must acquire concerning the actions and gestures used with words (verbal and nonverbal communication), and the situations in which the students will have to implement these skills. Furthermore, it is stated that foreign language learners must be able to identify, recognize and understand the behaviors of paralinguistic, gestural, proxemics and facial expressions of the target language (Council of Europe, 2001: 72-73). The main objective of this study is to select non-verbal signs in the broadest sense for the application to the teaching and learning of the FFL for a Libyan public. In the classroom, these elements can be introduced using video documents representing authentic situations so that learners can observe non-verbal signs and re-use them correctly when intercultural contacts ; Actuellement, l'enseignement des langues étrangères a pour objectif général d’apprendre aux élèves à communiquer. En se référant à la communication visant à l'expression d'un vaste univers de croyances et de comportements qui sont exprimés de manière interactive et/ou non-interactive, grâce à des systèmes sensibles et/ou intelligibles. Lorsque ces croyances et comportements, ainsi que leurs formes d'expression, sont partagés par un groupe de personnes, nous sommes face au concept de culture. Les étudiants étrangers doivent donc acquérir l’essentiel des compétences qui leur permettront de communiquer avec des personnes d’une autre culture : ils devront alors connaître, comprendre et, autant que possible, acquérir la totalité des informations caractérisant cette culture, c'est-à-dire leurs activités verbales et non-verbales, leurs croyances et leurs systèmes de communication. La communication non verbale est un vaste champ à l'intérieur du système de communication culturel, qui concerne tous les signes et les systèmes de signes linguistiques qui sont utilisés pour communiquer. L'importance de l’intégration des signes et des systèmes intégrant la communication non verbale dans les programmes d'enseignement de FLE (Français Langue Etrangère) est signalée et incluse dans le Cadre Européen Commun de Référence pour les Langues : apprendre, enseigner, évaluer (Conseil de l'Europe, 2001). Dans le chapitre sur l'utilisation du langage, le CECRL recommande de tenir compte des compétences que les élèves doivent acquérir concernant les actions et gestes utilisés avec des mots (la communication verbale et non-verbale), et les situations dans lesquelles les étudiants auront à mettre en œuvre ces compétences. En outre, il est indiqué que les apprenants de langues étrangères doivent être capables de déterminer, reconnaître et comprendre les comportements para-linguistiques, gestuels, proxémiques et mimétiques de la langue cible (Conseil de l'Europe, 2001 : 72-73). L’objectif principal de cette étude est de sélectionner des signes non-verbaux au sens large pour l'application à l'enseignement et à l'apprentissage du FLE pour un public libyen. Dans la classe, ces éléments peuvent être introduits à l’aide de documents vidéos représentant des situations authentiques afin que les apprenants puissent observer les signes non verbaux et les réutiliser correctement lors de contacts interculturels
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; Arabic Culture and language; Authentic video documents; Communication interculturelle; Communication verbale et non verbale; Culture et langue arabes; Didactics of French as a foreign language; Didactique du français langue étrangère; Documents authentiques vidéo; Intercultural communication; Verbal and non-verbal communication
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URL: https://hal.univ-lorraine.fr/tel-02019379
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Language Contact in the Sahara
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In: https://halshs.archives-ouvertes.fr/halshs-01376150 ; 2016, ⟨10.1093/acrefore/9780199384655.013.141⟩ (2016)
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Multilingualism, maintenance or shift among migrant Arabic-Turkish speaking families
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In: Research Network Conference: Social and Affective Factors in Home Language Maintenance and Development (HOLM) ; https://hal.archives-ouvertes.fr/hal-01498726 ; Research Network Conference: Social and Affective Factors in Home Language Maintenance and Development (HOLM) , Centre for General Linguistics (ZAS) - Berlin, Feb 2016, BERLIN, Germany (2016)
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An Algerian dialect: Study and Resources
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In: ISSN: 2158-107X ; EISSN: 2156-5570 ; International journal of advanced computer science and applications (IJACSA) ; https://hal.archives-ouvertes.fr/hal-01297415 ; International journal of advanced computer science and applications (IJACSA), The Science and Information Organization, 2016, 7 (3), pp.384-396. ⟨10.14569/IJACSA.2016.070353⟩ (2016)
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THE RECEPTION OF ARABIC-LANGUAGE WORKS TRANSLATED INTO ENGLISH AND PUBLISHED IN THE U.S. BEFORE AND AFTER SEPTEMBER 11
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1461060424 (2016)
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A Sociophonetic Account Of Morphophonemic Variation In Palestinian Arabic ...
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A Sociophonetic Account Of Morphophonemic Variation In Palestinian Arabic ...
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On Depression, Anxiety, And Looking For The Silver Lining In Short Term Fieldwork ...
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Review Of Language And Identity In Modern Egypt By Reem Bassiouney ...
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Political Conflict As A Catalyst For Language Change: The Case Of Palestinian Arabic ...
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One Piece Of The Puzzle: Notes On The Historic Interdental Fricatives /Θ, Ð, Ðˁ/ In The Arabic Dialect Of Gaza City ...
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Language Contact in the Sahara
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In: https://halshs.archives-ouvertes.fr/halshs-01376150 ; 2016, ⟨10.1093/acrefore/9780199384655.013.141⟩ (2016)
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Multilingualism, maintenance or shift among migrant Arabic-Turkish speaking families
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In: Research Network Conference: Social and Affective Factors in Home Language Maintenance and Development (HOLM) ; https://hal.archives-ouvertes.fr/hal-01498726 ; Research Network Conference: Social and Affective Factors in Home Language Maintenance and Development (HOLM) , Centre for General Linguistics (ZAS) - Berlin, Feb 2016, BERLIN, Germany (2016)
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The Relative Effects of Processing Instruction and Traditional Output Instruction on the Acquisition of the Arabic Subjunctive.
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In: Graduate Theses and Dissertations (2016)
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Code switching as a grammar teaching strategy in Saudi Arabian EFL classrooms
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Diasporic Belonging: The Life-Worlds and Language Practices of Muslim Youth From Marseille
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In: Publicly Accessible Penn Dissertations (2016)
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