scholarly journals Le développement de la compétence interculturelle dans l’enseignement du français professionnel à l’université

2018 ◽  
pp. 24-40
Author(s):  
Alina Ganea
Keyword(s):  
Foreign Language ◽  
Labour Market ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
University Teaching ◽  
Course Content ◽  
Marché Du Travail

Cette étude interpelle une problématique incontournable tenant à l’enseignement à l’université, à savoir l’adaptation continue aux exigences du marché du travail, ce qui se traduit au niveau des contenus par une mise en concordance des objectifs d’enseignement avec les compétences professionnelles requises. Au niveau de l’enseignement d’une langue étrangère à des fins professionnelles, cette mise en concordance implique, entre autres, l’intégration de la dimension interculturelle dans les contenus dispensés afin de munir l’étudiant des compétences nécessaires pour qu’il/elle puisse (inter)agir dans le contexte multiculturel actuel du marché du travail. Dans ce contexte, cette étude propose, dans un premier temps, un retour théorique sur les concepts culture et interculturel envisagés comme des balises significatives dans l’enseignement actuel des langues étrangères et qui précisent, par les compétences spécifiques à atteindre, les nouvelles exigences auxquelles l’enseignement d’une langue étrangère doit satisfaire. Notre recherche se poursuit par un retour sur les spécificités de l’enseignement d’une langue étrangère à des fins professionnelles et fournira une proposition concrète d’alignement des contenus enseignés dans le cours Langues modernes (français) pour la filière de médecine de notre université aux objectifs de la compétence interculturelle. Une proposition de programme contenant des activités visant l’interculturel articulées autour des contenus initialement proposés pour cette spécialisation sera avancée. Developing intercultural competence in teaching French for professional purposes at university Our study investigates an essential problem related to university teaching, namely continuous adaptation to the labour market standards and requirements, which at the curriculum level involves a correlation between learning objectives and competency profile requested and expected in the professional world. With respect to foreign language teaching for professional purposes, this correlation implies, among other things, the integration of intercultural dimension in the contents taught in order to provide the student with necessary skills and enabling him/her able to efficiently (inter)act in today’s multicultural labour market, and finally meet the needs of contemporary world. In this context, our research firstly offers a theoretical approach to the concepts of culture and interculturel, which are envisaged as landmarks in today’s foreign language teaching philosophy and which specify, through their specific objectives to be achieved, new standards that foreign language teaching must comply with. Our study also offers a theoretical framework to the particularities of foreign language teaching for professional purposes. This enables us to reformulate the initial objectives associated to foreign language for professional purposes by integrating the objectives related to the development of intercultural competence. Finally, this study also proposes a concrete course content of medical French based on the course already delivered to the students studying medicine in Dunarea de Jos University of Galati. The course has been remodelled so as to meet the objectives of intercultural competence. In doing so, we firstly analysed the topics included in the course content with respect to aspects related to culture or intercultural communication, and afterwards we provided a list of cultural- and intercultural communication-oriented topics that could be articulated around the already proposed content of a French course for medicine. This proposal is also accompanied by a series of methodological recommendations that should be taken into consideration prior to designing a course for medical French. Key words: French for professional purposes; culture; intercultural; competence; teaching and learning.

scholarly journals Student interest in cultural content of a foreign country

2016 ◽  
Vol 9 (2) ◽  
pp. 465
Author(s):  
Katarina Krželj
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Student Interest ◽  
Legislative Framework ◽  
Target Culture

The paper presents results of a study on the interest of students of non-philological faculties (of universities in Serbia) in contents from foreign cultures and how high importance students attach to learning about the target culture in foreign language teaching and learning at non-philological faculties. The goal of modern foreign language teaching at non-philological faculties, in addition to the development of communicative competence in the profession, is also to develop pluricultural competence. In order to test the chances of attaining this goal, it is necessary to perform an analysis of the legislative framework in which teaching foreign languages for special purposes takes place, an analysis of learning aims and the possibility of developing cross-cultural sensitization. An analysis of the needs for and interests in the contents of the target culture must be precededed by an analysis of the specificities of intercultural learning and intercultural competence. Based on these results, it is possible to establish the correlation between the elements of the culture already present in the existing teaching material and the interests and needs of the target group which these materials are intended for.The data thus obtained will serve as a basis for defining the guidelines for selecting contents of the target culture, which, on one hand, will be based on methodological and didactical principles of interculturally oriented foreign language teaching, and on the other hand, will reflect the real needs and interests of the students from a number of non-philological faculties.

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

scholarly journals Neue Ansätze in der DaF-Methodik und ihre Konsequenzen für die Lehrwerkgestaltung

2018 ◽  
Vol 36 ◽  
pp. 107-118
Author(s):  
Luiza Ciepielewska-Kaczmarek
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Target Groups

The following factors have contributed to arising new target groups in teaching foreign languages: the European Union’s claim concerning the multilingualism of its members, migrations, common mobility. As a consequence of this situation new handbooks for teaching and learning foreign languages have appeared on the market. Thus, the teacher is often confronted with the necessity of choosing the handbook, which is most adequate for the needs of a particular group of learners. The present article aims at defining the criteria of handbook selection in the light of the latest trends in foreign language teaching methodology.

scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

Sign in / Sign up

Export Citation Format

Share Document