Excerpt
monde et à son actualité, et des textes littéraires - vaste ensemble hétérogène qui comporte des genres plus ou moins codés (poésie, roman, théâtre..). Il ne peut y avoir la même posture lectorale face à des textes divers et des situations très …
Excerpt
Se construire un patrimoine: une posture d'appartenance On peut aussi considérer le statut de pérennité que possède les «grands textes» littéraires (voir pour la posture dans la lecture philosophique Cicurel 2004) et essayer de s’interroger sur les …
Excerpt
le sens du réel à travers la représentation littéraire qu’ils en donnent. Barthes insiste sur la force de représentation du réel que possède la littérature, trace de l’entêtement humain à vouloir dire quelque chose d’un réel qui lui échappe. On a là une …
Excerpt
Que la scéne lue se déroule dans un autre temps, une autre culture, une autre langue, ne doit pas empécher le lecteur de développer le processus par lequel il peut manipuler des scènes sans risques ni conséquences sociales immédiates. Comment lit-on ou …
Excerpt
e Le cours de lecture donne lieu à une intense activité orale. L’activité de lecture génére un discours émanant du professeur s’adressant aux apprenants et la production de trés nombreuses questions de sa part. Des places de lecture différenciées A la …
Excerpt
Conséquence pédagogique Lactivité professorale d’enseignement de la lecture peut étre représentée par le schéma suivant. Professeur (expert) produit un Discours pour un Public (non natif) sur un Texte met en œuvre des médiations pédagogiques …
Excerpt
2002)° qui prennent pour objet d’étude l’action indiquent que l’on peut soit se baser sur l’observation des acteurs ou provoquer des verbalisations de leur part sur leur propre agir afin de découvrir quel est le schéma d'action ou sa logique. On peut …
Excerpt
Et c’était tout juste s’il n’allait pas me donner une bourrade et me féliciter pour mon goût. — Je suis son oncle, lui ai-je dit. — Ah. Pardon, monsieur... J'ai regardé autour de moi. Un escalier étroit recouvert d’un tapis rouge. Les pales du ventilateur …
Excerpt
parole et leur réalisation, l'innovation consisterait à mieux dégager la dimension de l’action que véhicule un texte. Ici, apparemment, nous sommes en présence d’une personne qui demande quelqu'un à la réception d’un hôtel; il pourrait s’agir d’une action …
Excerpt
scolaire. Certes, lire en classe de la littérature en langue étrangère oblige à ne lire que des «bouts de texte» et à être partiellement privé des contextes dont on a besoin pour lire. L’éloignement de la langue, la présence de références culturelles peu …
Excerpt
ECO Umberto, 1979, trad.fr., 1985, Lector in fabula, Grasset. FILLIETTAZ Laurent, 2002, La parole en action. Elements de pragmatique psycho-sociale. Quebec, Editions Nota bene. GUMPERZ John, 1989 trad. fr., Engager la conversation. Introduction a la …
Excerpt
THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: ADVANTAGES AND PITFALLS OF A UBIQUITOUS STEAMROLLER Jürgen Quetz Johann Wolfgang Goethe-Universität Frankfurt am Main, Germany quetz@em.uni-frankfurt.de Only a few years after its publication, the …
Excerpt
languages interact, language teaching should focus more on exploiting these resources than it does in the predominant ‘monolingual’ approach which was introduced in the days of the Audio-Lingual Method. A number of fascinating projects have moved in this …
Excerpt
These syllabuses were tremendously successful all over Europe as they gave a clear impression of which language functions (communicative intentions) and notions (general features of language, e.g. grammar) were necessary in everyday situations in order to …
Excerpt
levels (A to C) and the names of syllabuses generally associated with these levels as well as some tests from two of the largest providers (Cambridge ESOL and the German Goethe-Institute). Strangely enough, the levels’ names are virtually unknown in the …
Excerpt
Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts. Can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. B2 Can understand …
Excerpt
It is obvious that the descriptors in general do not follow a clear system: The “atoms” (= features) in the “molecule” (= descriptor) relate to different aspects of language: e quantity (“a large repertoire”, “a wide range of...”), e quality (“correct / …
Excerpt
e Finding an ending to a story; e Finding headlines or matching headlines to paragraphs / texts; e Identifying in a text passages from other texts; e Completing gapped texts; e Reconstructing texts / putting paragraphs in a correct order; e True / false — …
Excerpt
Profiles of proficiency Another feature of the CEFR is that it makes it possible to define profiles of learners’ competences. The “Global Scale” with which the CEFR begins the system, is broken down into five subscales for “Listening”, “Reading”, …
Excerpt
All the scales unfortunately are rather vague and difficult to use. This has led to a remarkable development in German as a Foreign Language, where PROFILE Deutsch (Glaboniat et al. 2002) has “put flesh on the bones” and lists language exponents (mostly …
Excerpt
Despite its inadequacies it has turned out to be a very important and influential instru- ment for these purposes. Criticism against it in a broader perspective concerns the CEFR’s obvious lack of interest in some of the traditional domains of language …
Excerpt
Council of Europe (eds.) 2001. A Common European Framework for Languages: Learning, Teaching, Assessment. (www.coe.org) Craik, F. I. M. and Lockhart, R. S. 1972. Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal …
Excerpt
HIGHER EDUCATION LANGUAGE POLICY IN EUROPE: FORM PRINCIPLE TO PRACTICE lan Tudor Université Libre de Bruxelles, Belgium The role of languages in Higher Education (HE) has changed considerably in recent years. Traditionally, languages in HE were largely …
Excerpt
2010”. With respect to languages, the Communiqué stresses “the necessity of ensuring a substantial period of study abroad in joint degree programmes as well as proper provision for linguistic diversity and language learning, so that students can achieve …
Excerpt
their institution. The most frequently mentioned were funding, attitudes (“A lot of peo- ple don’t see any need for a language policy”, “Poor understanding of the role of languages by professors”), and organisational / institutional problems (“Rivalries …
Excerpt
e Limited formal language teaching in MA (2"4 cycle) programme, but a significant percentage of courses taught in English or Dutch. e Allstudents spend one semester in MA on a mobility programme. e Ongoing efforts to integrate language and content courses …
Excerpt
4. University of Food Technology (UFT), Plovdiv, Bulgaria e Bilingual degree programme (5 years) in French and Bulgarian in three main specialist areas: Wine Technology; Milk and Dairy Products Technology; Technology of Bread, Bread Products and …
Excerpt
e The difference between these degrees depends on the percentage of course requirements fulfilled in the L2 (inc. taking exams), and the presence of additional courses in LSP and L2 culture. + The concept of “Rampe linguistique” or “Sprachrampe” is …
Excerpt
being possible because of the generally high levels of English among Danish high school graduates. The other institutions surveyed cater for a more or less substantial amount of formal language teaching. It is therefore necessary to be realistic and to …
Excerpt
and concern with employability would seem to play a particular role. The CBS and the SBS are both business schools which have the explicit goal of equipping their graduates for employability: their choices in the language field reflect this concern — …