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Un dispositif pour les enseignants de FLE des universités angolaises
Get PDFInternational audienceThis contribution, which converges on comparative didactics, focuses on the description of generic and specific dimensions, knowledge and practices (Mercier, Schubauer-Léoni & Sensevy, 2000) from the videographies that will allow us to describe the classroom activities by focusing on both the flow of knowledge and, above all, the analysis of the professional gestures of the four FLE professors of two university institutions (Group A and Group B). The result showed that Group A teachers appear to have difficulty with their B congener who received the FLE training. This didactic analysis will allow us to find answers to the difficulties in the teaching activity and allow the learners to be actors of their own learning.La présente contribution, converge vers la didactique comparée et porte sur la description des dimensions génériques et spécifiques, sur le savoir et les pratiques (Mercier, 2000, Schubauer-Léoni & Sensevy, 2000) à partir des vidéographies qui nous permettront de décrire les activités de classe en nous intéressant à la fois sur la circulation des savoirs et surtout l'analyse des gestes professionnels des quatre professeurs du FLE de deux institutions universitaires (Groupe A et groupe B). Le résultat a démontré que les professeurs du groupe A semblent avoir de difficulté par rapport à leur congénère de B qui ont reçu la formation du FLE. Cette analyse didactique nous permettra de trouver des réponses aux difficultés dans l'activité enseignante et permettre aux apprenants d'être des acteurs de leurs propres apprentissages
L’ENSEIGNEMENT DU FRANÇAIS LANGUE ETRANGERE (FLE) DANS LE CONTEXTE LUSOPHONE DE L’ANGOLA EN MILIEU UNIVERSITAIRE : cas de la FLUAN et de l’ISCED/Luanda
No full textFrench as a Foreign Language (with the French acronym FLE) in Angola is first considered inits historical, socio-linguistic and pedagogic contexts. This thesis focuses on teaching methods withthe objective of proposing a teaching strategy for FLE from level A1 to A2 and from B1 to B2. Theaim is to assist those FLE teachers who find themselves in difficulty to improve their practice as wellas to increase students’ mastery of FLE.The research centres on the specific problem which is the language difficulties of the studentsof the poor results that students achieve in FLE, which is a cause for concern and has led to thefollowing questions: to what extent the language difficulties of students would be linked to thedifficulties of teachers who are poorly trained to teach French as a foreign language?Who are the teachers? What training have they received? How do they teach? Whom do they teach to?The answers to these questions have required the clarification of linguistic concepts anddifferent aspects within linguistics: language, langue, parole, pedagogy, competence, multilingualismand CEFR (2001), different aspects of foreign language teaching methodology at different times andin different contexts.This study has adopted a comparative approach using video recordings of classes andinterviews. We have described classroom activities with a focus on the exchange of knowledge and inparticular on an analysis of the professional practice of teaching staff in our university institutions.Two types of analysis have thus been undertaken: linguistic and pedagogic.The results confirm the hypothesis that the approach adopted in teaching French as a ForeignLanguage allows the acquisition of linguistic and cultural knowledge appropriate to the Angolancontext, overcomes difficulties faced by teachers and enables learners to take an active role in the ownlearning. The results of the research are completed by proposals for pedagogic strategies for level A1to A2 and from B1 to B2 since there are two types of class where French is taught: those where Frenchis the medium of instruction and those where French is the subject taught.Les réflexions sur le FLE en Angola sont envisagées dans le cadre historique, sociolinguistique et pédagogique. L’orientation de cette thèse converge vers la didactique et a pour objectif la mise en place d’un dispositif du FLE niveau A1 vers A2 et B1 vers B2 en vue d’aider les enseignants du FLE qui se trouvent en difficultés d’améliorer leurs pratiques et aux étudiants de mieux s’approprier le FLE.La recherche porte sur une problématique spécifique qui est les mauvais résultats des étudiants en FLE qui nous interpelle et nous nous sommes posés les questions suivantes : les mauvais résultats seraient-ils dus aux difficultés des enseignants peu formés à enseigner le FLE ? Qui enseigne ? Quelle est sa formation ? Comment enseigne-t-il ? À qui enseignent-ils ?Les réponses à ces questions ont nécessité l’élucidation des concepts de la linguistique et de ses différents domaines, du langage, de la langue, de la parole, de la didactique, de compétence, du plurilinguisme et CECRL (2001), des différents apports de méthodologie des langues étrangères à travers le temps et l’espace.Ce travail a privilégié une approche comparative avec des vidéographies de classe et des entretiens. Nous avons décrit les activités de classe en nous intéressant à la fois à la circulation des savoirs et surtout à l’analyse des gestes professionnels des professeurs de nos institutions universitaires. Ainsi, deux types d’analyse ont été privilégiés à savoir linguistique et didactique.La thèse a vérifié l’hypothèse selon laquelle la didactique du français langue étrangère permet d’élaborer des savoirs linguistiques et culturels adaptés au contexte angolais, de pallier les difficultés dans l’activité enseignante et de faire des apprenants les acteurs de leur propre apprentissage. Les résultats de la thèse sont enfin complétés par des propositions didactiques du niveau A1 vers A2 et B1 vers B2, car, nous avons deux types de classes de l’enseignement du français : celles qui ont le français comme langue d’enseignement et celles qui ont le français comme matière scolaire
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
L'UTILISATION DU PORTUGAIS PAR LES PROFESSEURS ET ETUDIANTS DANS L'APPRENTISSAGE DU FLE: LE CAS DES UNIVERSITES ANGOLAISES
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The teaching of French as a foreign language (FLE) in the Portuguese-speaking context of Angola in academia : case of FLUAN and ISCED/Luanda
No full text__Les réflexions sur le FLE en Angola sont envisagées dans le cadre historique, sociolinguistique et pédagogique. Elle a pour objectif la mise en place d’un dispositif du FLE niveau A1 vers A2 et B1 vers B2 en vue d’aider les enseignants du FLE qui se trouvent en difficultés d’améliorer leurs pratiques et aux étudiants de mieux s’approprier le FLE.La recherche porte sur une problématique spécifique qui est les difficultés langagières des étudiants en FLE qui nous interpelle et nous nous sommes posés les questions suivantes : dans quelle mesure les difficultés langagières des étudiants seraient en lien avec les difficultés des enseignants peu formés pour enseigner le français langue étrangère.Qui enseigne ? Quelle est sa formation ? Comment enseigne-t-il ? À qui enseignent-ils ?Les réponses à ces questions ont nécessité l’élucidation des plusieurs concepts. Ce travail a privilégié une approche comparative avec des vidéographies de classe et des entretiens. Nous avons décrit les activités de classe en nous intéressant à la fois à la circulation des savoirs et surtout à l’analyse des gestes professionnels des professeurs de nos institutions universitaires. Ainsi, deux types d’analyse ont été privilégiés à savoir linguistique et didactique.La thèse a vérifié l’hypothèse selon laquelle la didactique du français langue étrangère permet d’élaborer des savoirs linguistiques et culturels adaptés au contexte angolais, de pallier les difficultés dans l’activité enseignante et de faire des apprenants les acteurs de leur propre apprentissage. ________________________________________ ______________________________________French as a Foreign Language (with the French acronym FLE) in Angola is first considered in its historical, socio-linguistic and pedagogic contexts. This thesis focuses on teaching methods with the objective of proposing a teaching strategy for FLE from level A1 to A2 and from B1 to B2. The aim is to assist those FLE teachers who find themselves in difficulty to improve their practice as well as to increase students’ mastery of FLE. The research centres on the specific problem which is the language difficulties of the poor results that students achieve in FLE, which is a cause for concern and has led to the following questions: to what extent the language difficulties of students would be linked to the difficulties of teachers who are poorly trained to teach French as a foreign language? Who are the teachers? What training have they received? How do they teach? Whom do they teach to? The answers to these questions have required the clarification of linguistic concepts and different aspects within linguistics. This study has adopted a comparative approach using video recordings of classes and interviews. We have described classroom activities with a focus on the exchange of knowledge and in particular on an analysis of the professional practice of teaching staff in our university institutions. Two types of analysis have thus been undertaken: linguistic and pedagogic. The results confirm the hypothesis that the approach adopted in teaching French as a Foreign Language allows the acquisition of linguistic and cultural knowledge appropriate to the Angolan context, overcomes difficulties faced by teachers and enables learners to take an active role in the own learning
L’utilisation des langues nationales dans le systeme scolaire en Angola: perspectives ou problematique d’une planification linguistique: The use of national languages in the school system in Angola: perspectives or problems of language planning
No full textNotre recherche porte sur l’utilisation des langues nationales dans le système éducatif en Angola, et sur l’examen d’une meilleure planification linguistique qui peut contribuer à la promotion des langues. Ce travail vise à discuter l’utilisation des langues nationales dans le système scolaire angolais. C’est ainsi qu’à partir d’une enquête sur terrain à Luanda, nous avons obtenu différentes réponses sur le choix opéré par les élèves de 6° année primaire. Quant aux étudiants, et les enseignants à tous les niveaux, sans oublier les parents d’élèves et d’étudiants concernant l’utilisation des langues nationales à l’école. On conclut que la valorisation de nos langues grâce à leur utilisation scolaire n’exclut pas l’usage de la langue portugaise et des autres grandes langues de communication internationale, qu’on le veuille ou non reste d’incontournables outils d’ouverture au monde. L’utilisation scolaire de nos principales langues angolaises peut avoir de meilleures chances de succès, dans l’hypothèse où de nombreux fils de ce pays prennent conscience de l’importance que revêtent nos langues nationales.
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Our research focuses on the use of national languages in the education system in Angola, and on examining better language planning that can contribute to the promotion of languages. This work aims to discuss the use of national languages in the Angolan school system. Thus, from a field survey in Luanda, we obtained different answers on the choice made by the pupils of 6th year of primary school. As for students, and teachers at all levels, without forgetting the parents of pupils and students concerning the use of national languages at school. We conclude that the enhancement of our languages through their use in school does not exclude the use of the Portuguese language and other major languages of international communication, whether we like it or not, remain essential tools for opening up to the world. . The school use of our main Angolan languages may have a better chance of success, assuming that many sons of this country become aware of the importance of our national languages
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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