scholarly journals Musical perception and teaching-learning of French language-culture: Some acoustic and neuroscientific elements for the French music teacher

XLinguae ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 51-64
Author(s):  
Sophie Aubin
Keyword(s):  
Essential Elements ◽  
French Language ◽  
Music Teacher ◽  
Modern Language ◽  
French Music ◽  
Musical Acoustics ◽  
Musical Perception ◽  
Cognitive Neurosciences ◽  
Neurological Processes ◽  
Teaching Learning

The musical nature of the sounds of a modern language emitted in the spoken mode, as well as their rhythmic and melodic combinations, exert a considerable "power" on teaching-learning: they provoke, in the learner, decisive auditory reactions, the variables of which are difficult to control, lead to more or less pleasant sensations, (in) understanding, interpretation, produce meaning. Musical perception is at the heart of successful teaching-learning. A language teacher is first and foremost a language music teacher. A French language-culture teacher is above all and always a French music teacher. Among the multidisciplinary relations of the discipline in which it is located, namely Didactology-didactics of the music of the French language-culture, are acoustics and cognitive neurosciences. Despite the extreme complexity of perceptual and neurological processes, turning to musical acoustics at first and then to musical neurosciences secondly makes it possible to recall and discover essential elements and data likely to be of interest to teaching practices.

scholarly journals Applied linguistics

2005 ◽  
Vol 38 (1) ◽  
pp. 43-44 ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Critical Literacy ◽  
Common Ground ◽  
French Language ◽  
School Of Education ◽  
Modern Language ◽  
Language Studies ◽  
Recent Developments

05–99Hyatt, David (School of Education, U of Sheffield, UK). A Critical Literacy Frame for UK secondary education. English in Education (Sheffield, UK) 39.1 (2005), 43–59.05–100Myles, Florence (U of Newcastle, UK; [email protected]). French second language acquisition research: setting the scene. French Language Studies (Cambridge, UK) 14.3(2004), 211–232.05–101Oiler, J. W. (U of Louisiana at Lafayette, USA; [email protected]). Common ground between form and content: the pragmatic solution to the bootstrapping problem. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 92–114.05–102Rule, Sarah (U of Southampton, UK; [email protected]). French interlanguage oral corpora: recent developments. French Language Studies (Cambridge, UK) 14.3 (2004), 343–356.05–103Towell, Richard (U of Salford, UK; [email protected]). Research into the second language acquisition of French: achievements and challenges. French Language Studies (Cambridge, UK) 14.3 (2004), 357–375.

scholarly journals Strategies of Developing General Competencies of Pre-service Teachers of Music

Pedagogika ◽  
2013 ◽  
Vol 112 (4) ◽  
pp. 39-45
Author(s):  
Jolanta Lasauskienė
Keyword(s):  
Learning Strategies ◽  
Music Teachers ◽  
Qualitative Content Analysis ◽  
Music Teacher ◽  
Learning To Learn ◽  
Educational Project ◽  
Teacher Student ◽  
Musical Activity ◽  
Teaching Learning ◽  
Student Reflections

According to the Lithuanian and foreign experience of educationalists, the present article discusses possibilities of developing general competencies of pre-service teachers of music by applying the project method. The research is related to analysis of opportunities to improve students’ competencies of reflection and learning to learn, as well as communication and cooperation. The problem of the research formulated: in what way and what impact project activities can exert on general competencies of future teachers of music; what are the basic strategies for developing general competencies of students involved in music pedagogy. The purpose of the research is to highlight basic strategies of developing general competencies of pre - service teachers of music. The methods of the research are as follows: analysis of scientific literature and documents, educational project, written student reflections, qualitative content analysis. Conclusions: The most important strategies connected with future music teacher general competencies by means of musical activity are related to the following: 1) promotion of students’ independent involvement in musical project activities (by strengthening the practice of socially important musical activities); 2) strengthening of teacher - student cooperation; 3) encouragement of learners to reflect and self - assess their own activities. Application of strategies related to development of general competencies during the educational project helped to fi various features connected with development of the competencies discussed above. It can be stated that the application of foreseen education strategies in project activities could have influenced the development of general competencies of future music teachers. While improving the study programmes for future music teachers, it is important to pay more attention to reflective teaching (learning) strategies and methods. While organizing project activities, it is advised to use the partnership based principles of pedagogy, which are validated on esteem, confidence and cooperation. While enhancing the independent student‘s involvement into musical project activities, it is advised to give the alternatives for students of activity selection.

scholarly journals Teaching, learning and research: essential elements of health care and the next Australian Health Care Agreements

2007 ◽  
Vol 31 (5) ◽  
pp. 25
Author(s):  
Allan Carmichael
Keyword(s):  
Health Care ◽  
Medical Student ◽  
Essential Elements ◽  
Public And Private ◽  
Clinical Placements ◽  
Roles And Responsibilities ◽  
Australian Health ◽  
Australian State ◽  
Health Agencies ◽  
Teaching Learning

Australian Health Care Agreements must set out the roles and responsibilities of the Australian, state and territory governments in ensuring the provision of appropriate clinical placements for the additional medical student allocation. The roles of universities and public and private health agencies must also be specified.

scholarly journals LEARNING FRENCH BY TEACHERS OF THE DNIPROPETROVSK MEDICAL ACADEMY: A CHALLENGE AND PROSPECTS

2020 ◽  
pp. 131-136
Author(s):  
O. O. Nefodov ◽  
L. A. Kim
Keyword(s):  
Distance Learning ◽  
Foreign Students ◽  
French Language ◽  
Foreign Languages ◽  
Limited Time ◽  
The Public ◽  
Professional Activities ◽  
Medical Academy ◽  
French Speaking ◽  
Teaching Learning

In the framework of this article, we focus on the features of teaching/learning of French language for special purposes by teachers of the Dnipropetrovsk Medical Academy: the diversity of the public (age, previous experience of learning foreign languages, specialization), specific need, etc. Then, we will focus on the difficulties that the teacher and students encounter while learning French for special purposes, on ways and methods to overcome the obstacles that impede the achievement of the objectives. French for special purposes has certain features that all teachers must know to make this type of courses successful. Specific needs are one of the main characteristics of the FOS audience. The audience mentioned above does not want to learn French, but French for professional activities. For example, teachers of the Dnipropetrovsk Medical Academy aim to teach their subjects in French to French-speaking foreign students so that the learning process is as clear to them as possible, and so that the latter have the opportunity to master professional terminology in their native language. . Any FOS program developer must take into account the difficulties faced by a specialized audience (limited time, classes after work, the need to move to the place of training, etc.). Awareness of these obstacles helps to find solutions to overcome the above problems. Our research aims to offer solutions to overcome difficulties of all kinds, providing the possibility of distance learning. From our experience in this field, it seems to us quite possible, even effective, to offer it remotely, provided we take a common approach.

scholarly journals Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)

2016 ◽  
Vol 6 (2) ◽  
pp. 147
Author(s):  
Leonarda Myslihaka
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Oral Communication ◽  
French Language ◽  
Foreign Languages ◽  
Core Element ◽  
Communicative Skills ◽  
Language Communication ◽  
The One ◽  
Teaching Learning

Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.

scholarly journals Extension sémantique de lexie chez des apprenants chinois plurilingues

FRANCISOLA ◽  
2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Xian LIU ◽  
Zhihong PU
Keyword(s):  
Language Production ◽  
Mother Tongue ◽  
Research Question ◽  
French Language ◽  
Semantic Extension ◽  
Target Languages ◽  
Teaching Learning ◽  
L1 And L2 ◽  
Processing Mechanism ◽  
Chinese Mother

RÉSUMÉ. L’extension sémantique, un genre d’erreur interlinguale dans la production en français (L3) des apprenants chinois dont L2 est l’anglais, présenterait-elle des influences translinguistiques des deux langues : chinois (langue maternelle) et anglais ? Telle est la question de cette recherche réalisée par le biais d’une enquête menée auprès de 137 étudiants de français dans quatre universités chinoises, afin de découvrir le mécanisme de mental processing des apprenants plurilingues. Avec les analyses quantitatives (Test-t) et qualitatives des productions écrites et en s’appuyant sur des théories de transfert (Swan, 1997 ; Jiang, 2000 ; Wei, 2009) et la théorie du prototype, on découvre que l’interférence des lemmes plurilingues (chinois-français, anglais-français, chinois-anglais-français) remonte à des extensions sémantiques : Les catégories sémantiques des lemmes n’étant pas les mêmes, les apprenants auraient tendance à construire certains lemmes de L3 (le français dans ce cas) en se balançant entre ceux de L1 et de L2. Ainsi, il faut considérer davantage les influences des langues non-cibles, notamment l’interférence de L2 dans l’enseignement/apprentissage de L3. Mots-clés : Extension sémantique, habileté, influence translinguistique, lemme, source de transfert  ABSTRACT. Semantic extension, a typical interlingual error in French-language production (L3) of Chinese students (their L2 is English), does it present the cross-linguistic influence of two languages: Chinese (mother tongue) and English? This is the research question, realized by a survey conducted among 137 students of French in four Chinese universities, in order to discover multilingual learners’ mental processing mechanism. With quantitative (T test) and qualitative analysis of written productions, using the transfer theories (Swan, 1997; Jiang, 2000; Wei, 2009) and prototype theory, the research discovers that the interference of multilingual lemmas (Chinese-French, English-French, Chinese-English-French) accounts for semantic extensions: the learners tend to construct some lemmas of L3 (French in the case) by swaying between lemmas of L1 and L2. Thus, it needs to consider further the influences from non-target languages, particularly the interference of L2 in teaching/learning of L3. Keywords: cross-linguistic influence, lemma, semantic extension, skill, source of transfer 

I drum, I sing, I dance: An ethnographic study of a West African drum and dance ensemble

2017 ◽  
Vol 40 (1) ◽  
pp. 5-27 ◽  
Author(s):  
Marissa Silverman
Keyword(s):  
Music Education ◽  
School Context ◽  
The United States ◽  
West African ◽  
Ethnographic Study ◽  
Music Teacher ◽  
The Social ◽  
The 1960S ◽  
Teaching Learning ◽  
African Drum

The purpose of this ethnographic study was to investigate the Montclair State University’s West African drum and dance ensemble. Analyses of the data revealed three themes related to individual participants and the “lived reality” of the group as a whole, and to the social-cultural teaching–learning processes involved: spirituality, community-as-oneness, and communal joy. My motivation for undertaking this inquiry arose from the fact that, beginning in the 1960s, music education scholars in the United States have been concerned about the widespread marginalization of non-Western musics in American music teacher education programs. This situation is still a major concern because American undergraduate and graduate music teacher preparation remains overwhelmingly dominated by Western classical styles. This situation runs contrary to the massive social, cultural, situational, and musical diversity of American students’ lives. As one small effort to advance musical diversity in my own university music school context, I developed the proposal for and initiated the Montclair State University’s West African drum and dance ensemble.

scholarly journals Apprehension and Understanding of the Health Needs Concept for Students of an Active Curriculum

2020 ◽  
Vol 44 (2) ◽  
Author(s):  
Ana Carolina Nonato ◽  
Karen Tie Kobashikawa ◽  
Danielle Abdel Massih Pio ◽  
Juliana Ribeiro da Silva Vernasque
Keyword(s):  
Nursing Students ◽  
National Curriculum ◽  
Disease Process ◽  
Essential Elements ◽  
Health Needs ◽  
Concept Of Health ◽  
Curriculum Guidelines ◽  
Learning Scenarios ◽  
Teaching Learning ◽  
The Relationship

Abstract: Introduction: The 2001 National Curriculum Guidelines value the biopsychosocial aspects of the health-disease process and student accountability through training and active performance in health services. This study was carried out at a college in the countryside of the state of São Paulo, which has the concept of health needs as a theoretical guide. To understand the experience of medical and nursing students in relation to the concept and operationalization of the integrated curriculum. Theoretical-practical developing of the relationship between students and other health actors was carried out to identify reasons for the divergence in the understanding of the theoretical framework between them, providing subsidies to identify these inequalities in the context of teaching. Methods: 33 students from the aforementioned courses were interviewed. The study was performed using the methodological framework of Grounded Theory and theoretical context of health needs. The semi-directed interviews were recorded, transcribed in full and coded line by line, according to the microanalysis process. The codes were grouped into elements, subsidies for the creation of categories. Results: There were five emerging categories: (1) “Understanding that there are differences in approach between the groups of the Systematized Educational and Professional Practice Units and between the educational units, with difficulties for effective theoretical-practical articulation”; (2) “Identifying that there is a discrepancy in learning and experiences of the concepts of health needs among students”; (3) “Understanding that the apprehension of health needs is more effective when theory is associated with practice and vice versa”; (4) “Assimilating that the concept of health needs is related to the extension of the integrality of care focus” and (5) “Recognizing the link as essential in the school years and teaching-learning scenarios to identify health needs and practical care success”. These constitute the theoretical model: “According to the student’s perspective, the apprehension and understanding of health needs depend on the theoretical-practical articulation in the different groups of students and teaching-learning scenarios, having as essential elements the link and the integrality of care”. Final considerations: For the effective apprehension of students’ health needs, discontinuity of learning and discrepancies in how it is conducted must be avoided, a process that depends on links and comprehensive care in order to be viable.

scholarly journals Efecto de los ambientes de aprendizaje en estudiantes de manejo de la salud y bienestar animal de la licenciatura de medicina veterinaria en la UdeG

2019 ◽  
pp. 29-35
Author(s):  
Miriam Susana Medina-Lerena ◽  
Marco Antonio Martínez Colín ◽  
Maria De Jesús Rimoldi-Rentería ◽  
Miguel Ángel, Pérez-Ramírez
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Knowledge Construction ◽  
Animal Health ◽  
Essential Elements ◽  
Learning Processes ◽  
The Other ◽  
Support Resources ◽  
Teaching Learning ◽  
De Medicina

Teachers look for suitable models that provide university students with the conditions and essential elements that stimulate the development of skills and competences for a lifetime. The concept of learning environments is not only to talk about infrastructure, materials or support resources, which in some way are important, but that in itself, the essence of this will depend on the initiative, creativity, capacity and interaction of the person who be at the forefront of the teaching-learning process that is the facilitator. The objective was to know the environment through which the student learns better as part of the appropriation of knowledge and knowledge construction. A group of student (n=40), of the course of Management of Animal Health and Welfare of the Veterinary Degree, was evaluated through a descriptive design through virtual environments (T1), within the classroom (2) and real environments (T3). The best environment being T3, followed by T1. The purpose of learning environments is to provide resources and develop conditions that contribute and facilitate the acquisition of knowledge. On the other hand, the learning processes well used contribute to the acquisition of learning while providing attitudes and values in the student.

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