DISCOURS UNIVERSITAIRE ET RÉALITÉS DU TERRAIN EN LICENCE LMD DU FLE / UNIVERSITY DISCOURSE AND FIELD REALITIES IN THE LMD 'LICENCE' (B.A) OF FRENCH AS A FOREIGN LANGUAGE
Journal Title: Studii şi cercetări filologice - Seria Limbi Străine Aplicate - Year 2016, Vol 15, Issue
Abstract
Résumé: Le présent article a pour objectif principal, de mettre en exergue, les documents communicatifs que nous mettons en oeuvre, avec nos étudiants de licence de langue française, tout au long de l’année universitaire; à travers lesquels nous les évaluons, et, souvent, pour lesquels nous ne les avons pas réellement préparés. De surcroit, la communication que nous établissons avec eux se passe le plus souvent en différé, par le biais de ces documents, qui font appel à une langue de spécialité, liée aux différents modules, mais avec des composantes récursives. Quelle en est donc la situation réelle sur le terrain ? Comment inscrivons-nous les activités inhérentes à ces textes lors des évaluations ? Quelles seraient les stratégies incontournables pour installer des bases solides, sachant que nos étudiants, habitués à écrire le plus souvent en arabe, sont constamment appelés à manipuler ces compétences d’écriture, tout au long du cursus universitaire et même au-delà, en leur qualité de futurs spécialistes de la langue française, du moins, pour ce qui nous concerne en FLE ? Mots-clés: langue de spécialité ; textes communicatifs ; stratégies ; objectifs spécifiques ; compétences intégratives Abstract: The present paper aims at pointing up the documents on communication that we have been carrying out throughout the year with our BA degree students in French language ( but also from other fields) . These have been assessed, but have not always really been prepared. Moreover, the communication that we have with pour students is very often postponed through these documents that require a language specialty linked to the different modules but with recursive elements. What is then the true situation on the fieldwork? How do we fit into these essential activities during assessment? What would be the main strategies to set up solid bases keeping in mind that our students need to use these writing skills all along their university years and after, and also as future specialists in French language, mainly in Teaching French as a Foreign Language?
Authors and Affiliations
Fatima Benamer Belkacem Université A. Mira de Béjaia Algérie
Keywords
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