Francais langue etrangere en milieu homoglotte et alloglotte: quels enseignements pour quelles pratiques effectives, quelles pratiques effectives apres quels enseignements? (French as a Foreign Language in Homoglot and Alloglot Environments: What Lessons To Teach for Which Effective Practices, Which Effective Practices Follow What Lessons?)

Sonst. Personen	Gauthier, Claude (Hrsg.); Jeanneret, Therese (Hrsg.)
Institution	Association Suisse de Linguistique Appliquee, Neuchatel (Switzerland).; Neuchatel Univ. (Switzerland). Inst. de Linguistique.
Titel	Francais langue etrangere en milieu homoglotte et alloglotte: quels enseignements pour quelles pratiques effectives, quelles pratiques effectives apres quels enseignements? (French as a Foreign Language in Homoglot and Alloglot Environments: What Lessons To Teach for Which Effective Practices, Which Effective Practices Follow What Lessons?)
Quelle	(2000) 71, (162 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1023-2044
Schlagwörter	College Students; Communicative Competence (Languages); Experiential Learning; Foreign Countries; French; Grammar; Higher Education; Interviews; Questionnaires; Second Language Instruction; Second Language Learning; Social Environment; Switzerland + Suchen Sie Ihr Suchwort? Collegestudent; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Französisch; Grammatik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Fragebogen; Fremdsprachenunterricht; Zweitsprachenerwerb; Soziales Umfeld; Schweiz
Abstract	The articles in this volume are based on a survey of language learners carried out at five Swiss universities. The surveys (done through interviews and questionnaires) concern the ways that students encounter their second language (French) outside the classroom, and which of those practices are the most effective in improving their French. The research reveals the experience of language learners in "everyday" situations, and examines when and why the subjects use their second language outside of class. These articles also deal with the social context of language learning, especially as students move in and out of situations in which they belong to the linguistic majority or the linguistic minority. This research addresses the difference between communicative competence and grammatical skill, and the fact that students' linguistic competence reflects not only on their intellectual capability but also on their identity. Knowing how students use what they learn in the classroom, and what difficulties they encounter in those real-life situations, helps teachers and teacher-educators to make second language classes relevant to students' use of language and to take advantage of the increased autonomy of language learners in "immersion" situations. (JSS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC