scholarly journals Comic Books: An Example of Application in French Language Classes

2015 ◽  
Vol 18 (33) ◽  
pp. 1-14
Author(s):  
Cihan AYDOĞU
Keyword(s):  
Comic Books ◽  
French Language ◽  
Language Classes

Some suggestions for the pragmatic analysis of discourse in French language classes

1993 ◽  
Vol 16 (2) ◽  
pp. 61-85
Author(s):  
Colette Mrowa-Hopkins
Keyword(s):  
Qualitative Data ◽  
Classroom Practices ◽  
Language Skills ◽  
French Language ◽  
Active Listening ◽  
L2 Acquisition ◽  
Discussion Paper ◽  
Pragmatic Analysis ◽  
Language Classes ◽  
Analytical Tools

In the present state of changes and challenges facing our classroom practices, various approaches and curriculum designs have focussed on different publics and their needs, rather than on notions based on types of discourses and learning situations. That is partly because we still lack analytical tools to evaluate what is happening in L2 acquisition in classrooms contexts. In this discussion paper, a pilot study is described which addresses questions related to transcription and qualitative data analysis in an attempt to pinpoint lesson features which may help or hinder the development of second language skills. The focus is on the ecology of the classroom and the importance of mime and gesture in relation to students’ responses specifically in terms of active listening and comprehension.

scholarly journals Image of Russia in French-Language Comics

2021 ◽  
Vol 19 (4) ◽  
pp. 167-180
Author(s):  
M. Debrenne
Keyword(s):  
Science Fiction ◽  
Comic Books ◽  
Comic Book ◽  
Russian Language ◽  
French Language ◽  
Red Color ◽  
Insufficient Knowledge ◽  
The Russian Language ◽  
Pointed Star

This article initiates research on the representation of Russia in French comic books. From 1849 to the present about 400 volumes have been published. In this paper, the notion “comics about Russia” include: a) a book of comics in which the action takes place either in the tsarist Russia, the USSR or contemporary Russia, b) a book in which a character or a place of the above period are involved. After an overview of the types of books and genres of comics about Russia (documentary, historical, adventure, science fiction, comical, as well as literary adaptations), an analysis of the visual aspect of comic books, mainly the covers, is given. Such recurring elements as snow, red color, five-pointed star, trains, blood, weapons, beautiful girls, ugly old ladies, and old cars are considered. We discuss the reasons for the practical absence of such stereotypes as black caviar, bears and some others. Then we analyze the role of the Russian language in the realization of the image of Russia, on the example of borrowed words, toponyms, anthroponyms, and utterances. Сyrillic, transliterated text and insertion of certain letters from Cyrillic into Latin are examined, as well as the presence or absence of translation and its correctness. The author underlines cases in which nonexistent toponyms, names and surnames, remotely resembling Russian words, are used. The question is whether such errors are accidental or indicate the authors' evident lack of interest in the adequate depiction of the reality. At the end of the paper the author proposes a frame for the analysis of any comic book about Russia. Apart from the mentioned above, this frame takes into account such aspects as characteristics of the "Russian" personages and their actions. Hopefully, the frame will make it possible to observe the evolution of the image of Russia, the link between stereotypes and the type of comic book as well as to compare the same image in French mass-media, literature, and movies. In the future we would like to find out whether the use of these stereotypes comes from the authors' insufficient knowledge of the Russian reality, or from their intention to create and reinforce the existing stereotypical image of this country.

Mind Your Hashtags

2016 ◽  
pp. 33-58 ◽  
Author(s):  
Geraldine Blattner ◽  
Amanda Dalola ◽  
Lara Lomicka
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
French Language ◽  
Communicative Practices ◽  
Language Classes ◽  
Social Media Service ◽  
Access Information ◽  
National Boundaries ◽  
The Relationship

This chapter explores how French language learners in three different second and third year French courses (intermediate and advanced levels) understand and interpret hashtags using the popular microblogging tool Twitter. The present study highlights how this social media service may provide an authentic and dynamic platform that enhances the language learning experience, while developing students' multiliteracy skills in a second language (L2). Data from 18 students at a large southeastern university were examined via 579 analyzed tweets, 171 of which contained hashtags. In this project, we investigate the relationship between students' ability to access information in the hashtags and to understand the nature of the larger tweet in which it appears. The results of this study suggest that language learners have a tendency to glance over the hashtags and make guesses based on the information contained therein. The incorporation of cultural and linguistic elements linked to microbloggers' social tagging is an interesting and important aspect to add in foreign language classes. Learning about and understanding hashtags can promote the development of noticing cultural references, a skill that is indispensable for successful autonomous communication across national boundaries and for online communicative practices.

scholarly journals Teaching French Language Through Films: The Cultural Contents in French and Francophone Films

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Joesana Tjahjani ◽  
Damar Jinanto
Keyword(s):  
Digital Technology ◽  
Language Teaching ◽  
Technological Development ◽  
French Language ◽  
Cultural Backgrounds ◽  
Proper Understanding ◽  
French Film ◽  
Cultural Approach ◽  
Language Classes ◽  
Cultural Content

Foreign language teaching in the current globalization era needs to compete with technological development. This competition is related to the discovery of digital technology-based methods to motivate learners to provide more interesting cultural content in language classes. For teachers from different cultural backgrounds, authentic documents such as films are considered very effective in delivering cultural content. This research takes a French film, Intouchables, and a Canadian francophone film, Monsieur Lazhar, as a research corpus for their cultural content to be analyzed. The proper understanding of the two films' cultural content can inform a digital technology-based French-language teaching medium. To discover what strategies or formulas are used in teaching French with cultural-laden films as teaching media requires studying the films by dissecting the structure of the text. Examination of the structure of the films was based on the theory of Boggs and Petrie (2008), equipped with in-depth reading to find signs in the text by referring to Buckland (2004); and also the identification of cultural content using the cultural approach by Stern (1992). The construction of a teaching plan with a language teaching approach by Damen (1987) and Byram (1997) will be the last step. This research provides an academic outcome that is a film structural analysis to identify cultural content in the two films. The second outcome is a practical categorization of cultural content utilized as a language teaching material.

scholarly journals Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors

2018 ◽  
Vol 11 (5) ◽  
pp. 74
Author(s):  
Emrah Ekmekci
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
French Language ◽  
German Language ◽  
Significant Difference ◽  
Language Classes ◽  
Language Classrooms ◽  
Language Students ◽  
L1 Use ◽  
Academic Year

Whether or not to use students’ native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers’ perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors’ perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.

scholarly journals LE RÔLE DE L’INTERDISCIPLINARITÉ DES TRADUCTIONS PÉDAGOGIQUES DANS LA FORMATION LINGUISTIQUE DES ÉTUDIANTS EN PHILOLOGIE ROMANE

Neofilolog ◽  
2020 ◽  
pp. 145-157
Author(s):  
Halina Chmiel-Bożek
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Translation Studies ◽  
French Language ◽  
School Teachers ◽  
Language Classes ◽  
Academic Publications ◽  
The Subject ◽  
Learning School ◽  
Type Of Exercise

Despite the growing number of academic publications discussing the advantages of translation for language learning, school teachers of French rarely use such exercises in their work with students, complaining mainly about lack of time and suitable teaching materials. Academic centres which educate future linguists offer more opportunities to use translation in practical French language classes. This article presents the opinions of students of Romance studies on the subject of translation in language learning after a semester of work with Janina Radej’s publication entitled “Francuski w tłumaczeniach. Gramatyka 1-4” [French in translation. Grammar 1-4]. It was found that for students, translation is a new and attractive exercise that diversifies the language learning process. Despite the greater effort needed, students unanimously declared that they want to do this type of exercise. They recognised not only benefits in terms of linguistic improvement, but also the interdisciplinary value, since translation exercises in the language course also offer students preparation for classes in translation studies, and serve as a prelude for doing translations in the future.

scholarly journals Integration of the French Language, Culture and Fiction in the “Home Reading” Aspect

2018 ◽  
Keyword(s):  
Cognitive Skills ◽  
Extensive Study ◽  
French Language ◽  
Analytical Evaluation ◽  
Authentic Texts ◽  
Home Reading ◽  
Language Classes ◽  
Evaluation Stage ◽  
The University ◽  
Senior Students

The article discusses actual issues of the aspect "Home Reading" at the French language classes at the university. It describes forms of tasks and exercises that facilitate involvement of junior and senior students in the process of reading foreign literature in the original. Attention is given to types of extensive study and analysis of the text. Interpretation of a foreign language text includes the following stages: exposure, analytical-evaluation, analytical-linguistic and creative interpretation. The stage of exposure is characterized by immersion in a certain cultural and historical epoch and creation of an emotionally-emotive tone of the lesson. The analytical-evaluation stage implies discussion of problems raised in authentic texts. Analytical-linguistic stage is aimed at deepening the language skills on the material of classical works of French authors. The stage of creative interpretation is aimed at developing evaluation sphere of students, their creative abilities and speaking; it corresponds to such types of tasks as discussion of disputable issues of the text, assignments of a creative character to form cognitive skills of students.

French Language and Literature (Including Provençal)

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1295-1299
Author(s):  
H. Carrington Lancaster
Keyword(s):  
French Language ◽  
Language And Literature
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