Past issues

2006-1Apprendre les langues étrangères : tendances actuelles
(Learning foreign languages: new tendencies)
Click the book to abstract!This issue has been put on line in its integrality on the Cairn portal:
  • Danièle FLAMENT-BOISTRANCOURT (Paris X-Nanterre)
    Présentation : Enseignement/apprentissages des langues à l'aube du XXIe siècle : enjeux et tendances
    (Learning/acquiring foreign languages: new tendencies)
    pp. 5-6
  • Galina BOUBNOVA (Moscou, Russie)
    Correction phonétique : enseignement du français / du russe à des apprenants russophones / francophones
    (Phonetic correctness: the case of the teaching of French to Russophone learners and Russian to French learners)
    pp. 7-19

    In learning the phonetics of a foreign language an adult student takes in new sounds still sustaining the definitive influence of the phonological categorization of his or her mother tongue. In Russia phonetic correction mainly makes use of such methods as visual display as well as tactile and motive drills aimed at developing articulation. By making pronunciation subordinate to myoneural control that procedure virtually disregards the prosodic component of the speech. Teaching foreign language prosody as presented in this article is based on the fact that a student cannot only hear but also see the appropriate audio signal. The use of the visual channel enhances work on the prosody of a language to be studied both at the stage of its perception and at the stage of production.

  • Johan F. MATTER (Amsterdam, Pays-Bas)
    La prononciation authentique en langue étrangère : un problème négligé
    (Authentic pronunciation in a Foreign Language: a neglected problem)
    pp. 21-32

    This article addresses the problem why authentic pronunciation in a foreign language, contrary to other aptitudes in that same language, is so difficult, if not altogether impossible, to achieve. The problem is addressed from different theoretical perspectives: psycholinguistics, physiology and psychology. The approach by Guiora seems so far the most complete and the most promising. The problem of the necessity or the desirability of authentic pronunciation from a teaching point of view is not addressed. The article finishes on the question whether in the global village in which we live, the role of authentic pronunciation will not necessarily change in nature.

  • Elisabeth LINDEN (VAN DER) (Amsterdam, Pays-Bas)
    Lexique mental et apprentissage des mots
    (Mental lexicon and word learning)
    pp. 33-44

    While the study of vocabulary knowledge has been for a long time the domain of psychologists and psycholinguists, the eighties have seen a growing interest for word knowledge and word learning.. In this paper, I review shortly some results from psycholinguistic research on the mental lexicon that are relevant for applied linguistics. I further discuss a series of publications concerning factors that influence success in word learning. Finally, I report on a recent study done at the University of Amsterdam on the relative role of sound, image and context in word learning.

  • Hanne-Leeth ANDERSEN (Århus, Danemark)
    L'application du Cadre européen commun de référence dans les nouveaux programmes de français au Danemark
    (The application of Common European Framework of Reference for Languages in the new programmes of French in Denmark)
    pp. 45-60

    Recently we have been witnessing a didactic evolution in language teaching in Denmark which is quite manifest in the teaching of French. This evolution is the result of adoption of the Common European Framework of Reference for Languages and a slow step towards a more communicative teaching with clearer goals ensuring a progression and a more pronounced awareness of this progression in acquisition. This evolution is based on research in which begins to influence more directly the national teaching programmes. The present article analyses the programmes and the initiatives in primary and secondary school teaching and in teacher education, and treats some problems which remain to be solved (choices of grammatical description and target language, integration of culture in language teaching).

  • Marjan KRAFFT-GROOT (Lille 3)
    Eurorégions et enseignement des langues : le cas du néerlandais dans le Nord/Pas-de-Calais
    (Euroregions and language teaching: the case of Dutch in Northern France)
    pp. 61-71

    The development of Dutch in the North of France over the centuries and the teaching of this language are closely linked. Because of a near lack of a language policy for Dutch in the North of France, the number of learners of Dutch in that area remains very low. Moreover, the common history of the three countries involved (France, Belgium and the Netherlands) is not perceived in the same way. That is why the teacher of Dutch L2 in the North of France has to put the languages he teaches in a historical and cultural context, without giving any personal judgement. The learner of Dutch in the North of France has to prepare himself to co-operate with his neighbour across the border. Only such an approach and an adequate economic policy relative to the importance of learning Dutch will allow the teaching of Dutch to take off in the North of France.

  • Martine DREYFUS (Montpellier 3)
    Enseignement/apprentissage du français en Afrique : bilan et évolutions en 40 années de recherches
    (Teaching and learning of French in Africa: balance and development in 40 years of research)
    pp. 73-84

    This paper shows how research on variation in spoken French and studies on languages in contact in West Africa have changed attitudes towards the French language and its teaching. There has been an ever increasing amount of research interest in acquisition of French in Africa over the last years and these studies might also have changed attitudes and perceptions towards learning French. The current research is focused on the analysis of classroom interactions. Both the constitution of a large corpus on acquisition and learning of French and the prospects for a revival or change in teaching methods and training are related here.

  • Chantal LIBERT & Danièle FLAMENT-BOISTRANCOURT (Paris X-Nanterre)
    Formations en langues en entreprise à grande échelle : une réponse de type industriel
    (In-company language training on a large scale)
    pp. 85-102

    We intend to describe the manner in which a French company, needing to internationalise rapidly, redefined its language policy and its approach to language training. A new English-language training programme was devised, complete with a quality control system. The need to train large numbers, 18000 people in this case, necessitated an industrial approach, previously unheard of in training.

  • Jonas GRANFELDT (Lund University)
    Evaluation du niveau lexical et grammatical à l'écrit en français langue étrangère : l'apport des analyses automatiques
    (Evaluation of lexical and grammatical level in writing French as a FL: how can automated analyses be of help?)
    pp. 103-117

    Is there a correlation between the grammatical developmental level and the lexical developmental level in the written production of learners of French as a foreign language ? We have applied a number of quantitative lexical and grammatical measures to 40 texts in French written by two groups of Swedish adults with different proficiency levels. All analyses were carried out using different software (among them a system wear developed by ourselves) in an attempt to demonstrate the possibilities of current automatic analyses. The results show that, even if several measures discriminate between the two independently established groups, there is no simple correlation of correlation between them. The measure of lexical sophistication was the only one showing a significant correlation with the grammatical measure used.

  • Piet DESMET (Lille 3)
    L'enseignement/apprentissage des langues à l'ère du numérique : tendances récentes et défis
    (Teaching and learning languages in the digital era: recent tendencies and challenges)
    pp. 119-138

    Due to the rise of the digital era, ICT has become one of the basic teaching tools of any language teacher and the language classroom, or at least part of it, has turned into a digital environment. In this contribution, we comment on seven tendencies which have emerged recently in the domain of computer assisted language learning (CALL). Each tendency is illustrated through a selection of recent projects realized within our research group ALT, Research Center on CALL.

Research notes and book reviews
  • Thesaulangue : le thesaurus de linguistique française du laboratoire ATILF
    par I. Berthelier
  • L'argumentation : Histoire, théories et perspectives, de C. Plantin
    par S. Sauerwein Spinola
    pp. 141-143