bluuebunny/crossref_metadata_2025 huggingface dataset:
Investing in Change: Education, Transitional Justice and Impact in the Colombian Peacebuilding Process
Authors: Underwood Sam
Published: June 2016

Investment in educational initiatives as transitional or transformative mechanisms in societies trying to build peace is often limited by several assumptions. First, it is often held as that education is largely a tool of prevention, and that the impact of the initiatives cannot be measured. Second, children are considered only as the «future generation» who will «inherit» the society, reducing their value to their future potential and undermining their agency in the present. Third, since introducing sensitive issues into the formal education system is politically difficult and risks reopening old wounds, it is held that educational initiatives are dependent on, and thus secondary to, a sustained reconciliation or peacebuilding process. As a result of these assumptions, education is often shelved as a long-term, developmental issue in post-conflict societies, and does not benefit from the resources brought by the «peace dividend.» This article seeks to deconstruct these assumptions, and argue that educational initiatives in fact have an observable, measurable, transformative impact on individuals, groups and societies. If this impact is supported and sustained by economic and political investment, education can play a central role in peacebuilding and transformative initiatives.

Received: 01 August 2015
Accepted: 15 October 2015
Published online: 11 December 2017
Role of silicon under water deficit stress in wheat: (Biochemical perspective): A review
Authors: Sapre Sarang S. , Vakharia Dinesh N.
Published: June 2016

Silicon’s role in mediating resistance against various stresses has been a matter of focus in the past decade. Poaeceae family plants are known as high accumulators of silicon. Wheat shows rapid absorption, the optimum accumulation of silicon occurring at around 20 days. Silicon plays a role as a mechanical and a physiological barrier. It also alters the levels of osmolytes and antioxidant enzymes which are a first line of defense in the water deficit stress; also reducing the levels of oxidative stress factors such as hydrogen peroxide. But the results vary with respect to the modes of stress application and its duration. Nowadays, foliar mode of silicon application is carried out compared to the traditional soil application yielding some promising results. Further studies are needed to confirm the mechanisms governing protection which can be done with the comparison of the transcriptome analysis of the stressed plants and also microscopic studies revealing the site of deposition.
Stability for seed yield in ajwain based on Gentoype Selection Index
Authors: Giridhar K. , Kumari S. Surya , Sarada C. , Naidu L. Naram
Published: June 2016

Ajwain is the second most important seed spice crop in Andhra Pradesh, India. It is grown as rainfed crop in vertisols. The crop is sown usually during July to September as a rainfed crop. There is a need for identifying suitable high yielding genotypes adaptable to rainfed vertisols. In view of this, fourteen genotypes were evaluated for their performance in rainfed vertisols for four years. The uniqueness of the rainfed environment which varies with year to year was taken as advantage and Additive Main Effect and Multiplicative Interaction (AMMI) analysis was used to understand the complex genotype x environment (GE) interactions. Further AMMI Stability Values and Genotype Selection Index (GSI) were worked out for the genotypes. Stability when assessed should be reliable. Genotype Selection Index (GSI) due to its nature of combining the estimated the stability measure and yield data, gave more useful information for selection and recommendation. The most desirable genotypes for selection of both stability and high grain yield were genotype 3 (LTa26) followed by genotype 2 (LTa-25).
Enhancing productivity and quality of fodder maize through soil and foliar zinc nutrition
Authors: Kumar Rakesh , Rathore D. K. , Meena B. S. , Ashutosh  , Singh Magan , Kumar Uttam , Meena V. K.
Published: June 2016

A field experiment was conducted at Forage Research and Management Centre, NDRI, Karnal during Kharif season of 2014 and 2015 to study the effect of zinc application on productivity and quality of fodder maize. The treatment consists of two fodder maize cultivars African tall and J-1006 in main plot and six zinc sulphate treatments viz. No zinc sulphate, 10 kg/ha ZnSO4 as basal dose, 20 kg/ha ZnSO4 as basal dose, 0.5% one foliar spray of ZnSO4 at 30 DAS, 0.5% two foliar spray of ZnSO4 at 30 and 45 DAS and 10 kg/ha ZnSO4 as basal dose+0.5% one foliar spray at 30 DAS in subplots of split plot design. Soil and foliar applied zinc sulphate had significantly improved green fodder, dry matter yield and quality parameters viz leaf length, leaf width, leaf stem ratio of both the cultivars tested. From the results of two year study, it can be concluded that maize fodder productivity and quality can be enhanced with Zinc fertilization.
Response of chickpea (Cicer arietinum L.) varieties to nitrogen on a calcareous vertisols
Authors: Rani* B. Sandhya , Krishna T. Giridhara
Published: June 2016

An experiment was conducted during rabi season of 2010-12 to study the response of chickpea varieties to nutrients levels on a calcareous vertisols. The experiment comprised of four varieties i.e., NBeG-3, NBeG-28, JG-11 and KAK-2 and with four nitrogen levels i.e., 0, 20, 30 and 40 kg/ha laid out in factorial randomized block design with three replications. Among the varieties significantly higher dry matter production at harvest was recorded with JG-11 while it was lowest with KAK-2. More number of pods per plant and seed yield were recorded with JG-11 followed by NBeG-3 and NBeG-28, while lowest with KAK-2. Interaction effect among the different varieties and nitrogen levels was non significant with yield attributes. Significantly higher seed yield was recorded with JG-11 @ 40 kg of N/ha but was at par with N @ 20 and 30 kg /ha, followed by NBeG-3 and NBeG-28.
The Relationship Between Hockey Coaches And Performance Of National Athletes Of Pakistan
Authors: Javed Saeed , Shariff Abd Rahim Bin Mohd , Naseer Abida
Published: June 2016

The existing paper deals with a primary objective; to examine the relationship between hockey coaches and performance of field hockey players in socio-interaction approach. The secondary objective was to measure the field performance of hockey players on practical measures. The research methodology is based on both descriptive and inferential statistical approaches. The descriptive data was collected in the form of field performance tests (technical skills and fitness capabilities) while the inferential data perceived by players was collected using survey questionnaire. Adopted field performance test measures and survey questionnaire were employed. 296 national field hockey players of Pakistan were selected from national departments of field hockey as samples. The field performance tests and the relationship were analyzed using descriptive statistics and Pearson’s correlation analysis respectively. The results of the field performance tests were found below than average (weaker) in technical skills and fitness capabilities. However, the findings of the inferential analysis revealed that all constructs of hockey coaches have significant positive relationship with all variables of performance of field hockey players. The significance level was found at the 0.01 (2-tailed).
Horizontal Urban Expansion And Livelihood Adjustment Problem Among Ex-Farmers In The Kebeles Surrounding Jimma Town: The Case Of Derba Kebele
Authors: Mengistu Tamirat
Published: June 2016

This study is aimed at examining the livelihood strategy, benefit packages offered, adjustment problems and the coping strategies of exfarmers in the re-located neighbourhood of Derba kebele in Jimma town. To this end, the research site was purposively selected and in-depth interview with key informants; one focus group discussions and observation were used to collect the data required for the study. The study result showed that the livelihood of ex-peri-urban community has been jeopardized following the relocation to Hirmata Mercato kebele. This is because of the changes in the contexts that surrounds rural area and urban area. Since urban contexts are distinct from the rural ones and the households were not ready to be familiarized with the situation,and also the nature of follow-up and support given at post displacement time was less, majority of them lead a precarious living condition. As a result, majority of the households are not contented with the livelihood they are leading in the Hirmata Mercato Kebele.
Constructing A Scale For The Achievement Motivation In Learning Science At The Primary Stage Based On Atkinson Theory
Authors: Abu-Za’rour Manal Mohammed Khaleel , Al-Sa’aideh Monim Abdulkareem
Published: June 2016

The aim of this study is to construct a scale to measure the achievement motivation in learning science at the primary stage. The study population consists of the students of the third primary class. The study subjects were 193 students. The scale validity was confirmed through four methods: arbitrators’ validity, content validity, factor validity, and the correlation validity of the scale items with the total degree and domain degree. The scale reliability was ensured through two methods: test-retest and the internal consistency. Results showed acceptable significant validity and reliability of the scale. The coefficient values of the item saturation with their domains (factor validity) were 0.347-0.802. Co-efficient co-relations of items with the total degree were 0.332-0.550. Also, the correlations of items with their domains were 0.438-0.694. As for the scale reliability, the internal consistency value (Cronbach’s Alpha) was 0.703 and 0.802 by using the stability coefficient.
Locura, monstruosidad y escritura: Hacia un análisis genealógico de 'El obsceno pájaro de la noche'
Authors: Juan-Navarro Santiago
Published: June 2016

Partiendo del concepto de genealogía de Foucault, el autor estudia la representación de la locura, la monstruosidad y la escritura en El obsceno pájaro de la noche (1970). Como Foucault, Donoso está interesado en el análisis del cuerpo como “superficie de inscripción de los acontecimientos”, lugar de disociación del Yo (al que trata de prestar la quimera de una unidad substancial); volumen en perpetuo desmoronamiento. Como Donoso, Foucault socava la razón ilustrada y el principio de realidad para subvertir y transgredir la razón instrumental y la normalidad de la cultura burguesa. Este ensayo examina la novela de Donoso a la luz de tales conceptos para abrir una nueva perspectiva en la interpretación de uno de los textos más oscuros de la narrativa latinoamericana moderna.
Julgamento moral, economia e políticas públicas
Authors: Lelis Davi Augusto Santana de , Costa Lorena Vieira
Published: June 2016

As ciências sociais, dentre as quais estão o direito e a economia, fundamentam-se em matriz iluminista que considera a existência da razão independente de qualquer valor emocional e, por consequência, moral. Essa perspectiva de pensamento distanciou a ética da economia e o agente público competente para a elaboração de políticas públicas de intervenção do Estado na economia de qualquer conteúdo moral. Neste estudo, pretende-se discutir a viabilidade de transposição das recentes discussões sobre julgamento moral no campo da psicologia para o estudo do direito, particularmente no que concerne ao texto constitucional referente à intervenção estatal em forma de políticas públicas. A partir dos fundamentos teóricos discutidos, o trabalho conclui que a reaproximação ética é possível por meio de uma preocupação com o Outro, em especial nas políticas públicas voltadas para a economia do bem-estar.
Kajian Perubahan Bioekologi pada Restorasi Ekosistem Mangrove di Segara Anakan Cilacap
Authors: Ardli Erwin Riyanto , Widyastuti Ani , Yani Edy
Published: June 2016

Mangroves are coastal ecosystems that have a very large role for humans and ecosystems in the vicinity. Mangrove condition in Indonesia, including in Segara Chicks Cilacap experiencing enormous pressure resulting in damage to the mangrove ecosystem. Mangrove restoration is the process of return of mangrove ecosystems of the conditions are broken into previously conditioned as well. The general objective of this study was 1) determine the conditions and amendments BioEkologi mangrove ecosystem restoration in the area of results Segara Chicks. Specific objectives in the study the first year is to determine: 1) the community structure of mangrove ecosystems (vegetation and fauna associations) at a restoration site in the region Segara Chicks, 2) the spatial variation community mangrove ecosystem in the area of restoration, and 3) the condition of the environmental factors that support the mangrove restoration in the region Segara Chicks. The method used was survey method with the technique of sampling cluster random sampling. The data obtained were analyzed multivatiate covering biodiversity analysis, cluster analysis, multi-dimensional sclae (MDS), and Bio-env using PRIMER-E program. The study shows the restoration of mangrove vegetation in the region have relatively low diversity (H '<1), and in areas that have not been restored only dominated shrub species (Acanthus and Derris). Environmental factors generally favor mangrove Vegetasia life, and have the same tendency for each restoration location with a level of similarity> 95%.
Keeping It New: Experimentalism in Children’s Fiction
Authors: Roy Saptarshi
Published: June 2016

To perceive the globe via the gaze at of a kid can be stimulating in a number of frameworks. Even whilst experimental workings zoom on themes like science ?ction, fantasy and horror-being evidently projected for a mature readership- an air of pubescent peripheral nature hovers about them nevertheless. Experimental/ inventive/ audacious fiction efforts to engorge the promises of fiction as a literary form and does so on the ability of the form itself; not to amplify shared or scholarly censure or to intercede in considerate argument-although such stuff might be a roundabout corollary, as is recurrently adequate the case in all level-headed narrative. Accurately experimental works are twisted out of a combination/mash up of old and new rudiments. Fictive Fiction Fiction not simply behaves as 'somewhat fabricated'. It is a beacon that such writings should never be refereed by orthodoxy to the stipulations of reality. Things here are free to warp and bedizen, decorticate and readdress, metamorphose as well as transliterate the 'factual' in no matter what way or of length, and in whatever style or form. A good amount of fictional lettering of the precedent decades has in fact shifted fiction nearer to the uses of verse while moving away from narrative toward an assortment of arrangements and relocations of language, and it might look like going back to the days of the initialization of prose fiction from the ribs of poetry. While painting may be concrete or abstract, poem may pose rhymed or in blank verse, and as tune might sound tonal or atonal, consequently can fiction spot on substance or on appearance. This situation is like a gamut with contrasting extremity, on one end, we have 'mainstream', and on the other, 'experimental' creations. The non-existence of any apparent stripe segregating where one finish and the other commence, makes them to whisk together effortlessly. Most artists, whether they are painter, sculptures, musicians, photographers or writers, identifies themselves somewhere along that line between those two extremes.
Hábitos de alimentación familiar, apoyo familiar y bienestar subjetivo en estudiantes universitarios en Chile
Authors: Schnettler Berta , Höger Yesly , Orellana Ligia , Sepúlveda José , Salinas-Oñate Natalia , Lobos Germán , Grunert Klaus G.
Published: June 2016

Objetivo: caracterizar tipologías de estudiantes universitarios según la percepción de los hábitos alimentarios de sus familias. Material y método: se aplicó un cuestionario a una muestra no probabilística de 372 estudiantes de ambos géneros de la Universidad de La Frontera, Chile. El instrumento incluyó: Cuestionario de Hábitos Alimentarios Familiares (FEHQ), Satisfaction with Life Scale (SWLS), Satisfaction with Food-related Life (SWFL) y la Escala de Recursos Familiares (FRS). Se consultó peso y estatura aproximada, así como variables sociodemográficas. Resultados: mediante análisis factorial exploratorio (AFE) se detectaron tres factores en el FEHQ: importancia de la alimentación para los miembros de la familia, cohesión en las comidas familiares y presión por comer. Mediante AFE se detectaron dos factores en la FRS: apoyo intangible y tangible. Mediante análisis factorial confirmatorio se validó la estructura del FEHQ y de la FRS con aceptables niveles de bondad de ajuste. Mediante análisis clúster se distinguieron cuatro tipologías que difirieron significativamente en las puntuaciones de los componentes del FEHQ y de la FRS, puntajes de la SWLS y SWFL, índice de masa corporal, género y nivel socioeconómico. Las tipologías con mayores puntuaciones en “cohesión en las comidas familiares” reportan mayor apoyo intangible de sus familias y superiores puntuaciones en la SWLS y SWFL. Conclusiones: los resultados muestran que la frecuencia y la importancia asignada a las comidas en familia se asocian positivamente con el apoyo familiar percibido, especialmente en recursos intangibles, así como también con la satisfacción global con la vida y en el dominio de la alimentación.
Oncogeriatría: una forma de optimizar la atención global del paciente anciano con cáncer
Authors: Molina Garrido María José
Published: June 2016

Cada vez es mayor el número de ancianos con diagnóstico de cáncer que acuden a las consultas de Oncología Médica. El proceso del envejecimiento y la gran variabilidad existente en la población geriátrica implican que, para hacer un abordaje adecuado del paciente, se deba considerar la edad fisiológica del anciano, y no su edad biológica. Para ello, es preciso hacer una evaluación somera, específica e individualizada a cada uno de los ancianos con diagnóstico de cáncer que acudan a nuestra consulta. La valoración geriátrica integral (VGI) es la herramienta clave que permite evaluarlos de forma adecuada, e incluso orienta la toma de decisiones “personalizada” en los ancianos con diagnóstico de cáncer. Dado que la VGI consume mucho tiempo en la consulta diaria, se están desarrollando distintas herramientas de cribado que permitan acortar la atención al paciente, al seleccionar aquellos ancianos que deban someterse a una VGI y aquellos en los que esta no sea necesaria. Se han publicado distintos modelos de VGI en la Oncogeriatría y se han desarrollado distintas herramientas de cribado de fragilidad; los más conocidos son el cuestionario Vulnerable Elders Survey-13 (VES-13) y el cuestionario G-8. En este artículo se hace una revisión acerca de la evidencia científica existente en cuanto a la atención y valoración del anciano oncológico, así como los distintos parámetros de los que se disponen para la toma de decisiones definitiva. Dichos datos reflejan el papel de la Oncogeriatría como la vía para ofrecer una atención global óptima a este grupo poblacional.
Interacción entre tratamientos oncológicos y soporte nutricional
Authors: Fort Casamartina Eduard , Arribas Hortiguela Lorena , Bleda Pérez Carmen , Muñoz Sánchez Carme , Peiro Martínez Imma , Perayre Badía María , Clopés Estela Ana
Published: June 2016

Durante la última década, el conocimiento de nuevos mecanismos implicados en el desarrollo del cáncer ha permitido el diseño de nuevos fármacos para su tratamiento y la mayor parte de ellos son fármacos que se administran por vía oral. Uno de los principales problemas de los pacientes oncohematológicos es la desnutrición, que suele tener causas multifactoriales (de la propia enfermedad, de los pacientes y de los diferentes tratamientos administrados). Para minimizar el impacto de la desnutrición es necesaria una intervención nutricional, ya sea adaptando la dieta o mediante la instauración de soporte nutricional artificial, en función de la gravedad de cada caso. En cualquier paciente que esté recibiendo un tratamiento oncológico hay que evaluar las posibles interacciones que pueden existir con el soporte nutricional instaurado, ya sea dieta oral, suplementación oral o nutrición enteral. Estas interacciones pueden disminuir la eficacia, aumentar la toxicidad de los tratamientos o producir déficits nutricionales. Se detallan las principales interacciones que se pueden producir, las interacciones entre los tratamientos oncológicos y el soporte nutricional.
Tailoring Assessment of Technological Literacy Learning

Authors: Prime Glenda
Published: June 2016

This is based on a presentation to the Second Jerusalem International Science
& Technology Education Conference in Israel, January 8-11, 1996.
The Role of Innovation Education in Student Learning, Economic
Development, and University Engagement

Authors: Bozic Christy , Dunlap Duane D.
Published: June 2016

A model is suggested for the inclusion of innovation education in engineering
technology academic programming to enhance student learning, drive business growth, and
advance university engagement. Specifically, academic programs that include experiential
educational opportunities focused on innovation theory coupled with business and
industry partnerships provide a framework for engineering technology students to apply
their knowledge benefiting the students, companies, and the regions we serve. These
strategic partnerships provide faculty and students with the opportunity to drive
economic development through basic research, applied research, workforce education,
training, technology transfer, and technical assistance. Successful university-industry
collaborations are examined in this paper. Additional research is needed to develop
collaboration impact measurements, learning outcomes assessments, and appropriate
metrics to quantitatively measure successful collaboration activities.
Intégration des TICE sur le thème du lait en français appliqué à l’agronomie
Authors: Olmo Cazevieille Françoise
Published: June 2016

Le Cadre européen commun de référence pour l’apprentissage / enseignement des langues focalise la conception des programmes sur la spécificité du public, ses objectifs et ses besoins. Ainsi dans la partie « avertissement » (2001 : 5) dudit Cadre, on relève : « il est absolument essentiel de définir avec un maximum de précision des objectifs immédiatement valables au regard des besoins des apprenants et réalistes du point de vue de leurs caractéristiques et des moyens disponibles ». C’est dans ce but, que notre approche du français, au départ langue de spécialité, se situe maintenant plus précisément dans le français sur objectifs spécifiques. Professeurs dans une Université Polytechnique et dans une École Supérieure Technique, nous nous voyons contraints à devenir concepteurs du matériel didactique que nous utilisons. En effet, il n’existe pas encore sur le marché d’ouvrages ou de méthodes destinés à des publics limités de par leurs besoins particuliers. Après une analyse ciblée des besoins de nos apprenants, nous proposons dans cet article un exemple d’intégration des TICE dans une unité didactique sur un thème technique : le lait. Ce choix à la fois culturel et technique va nous permettre de traiter des objectifs professionnels, communicatifs et linguistiques.

Mots clés : Cadre européen commun de référence pour les Langues (CECRL) – Français sur objectifs spécifiques (FOS) – Technologies de l’information et de la communication pour l’éducation (TICE) – Objectifs professionnels, communicatifs et linguistiques – Le lait.

Abstract

The Common European Framework of Reference for Languages centres the elaboration of the curricula on the basis of the specificity of the audience, its objectives and needs. In this vein, the section entitled “Recommendations”, reads as follows: “it is absolutely necessary to define with the highest accuracy and without any delay those valued aims which are best adapted to the learners’ needs and which conform to our teaching reality considering their defining characteristics and the resources available. With this aim in mind, we approach the teaching of French as a language for specific purposes. As teachers working at the Escuela Superior de Agrónomos we are forced to elaborate our own teaching materials due to a lack of them in the teaching market as well as to the specific needs that our students have. After carrying out a needs analysis, in this article we put forward an example of integration of ICT in a didactic unit elaborated around a technical topic, that of milk. This cultural and technical choice will allow us to deal with professional, communicative and linguistic aims.

Key words: Common European Framework of Reference for Languages - French for specific purposes - ICT - Professional, communicative and linguistic aims - Milk -
Enseigner Alexandre Dumas?
Authors: Prévost Maxime
Published: June 2016

Cet article tente de montrer que, en dépit de leur longueur, les romans d’Alexandre Dumas, et en particulier Les Trois Mousquetaires, constituent une voie d’accès toute désignée aux imaginaires sociaux du XIXe siècle. Alexandre Dumas, peut-être plus que tout autre auteur français de son siècle, se trouve à la croisée de l’histoire littéraire, événementielle et culturelle. Différentes stratégies d’enseignement sont abordées en cours de route.

Mots clés: Alexandre Dumas, pédagogie, histoire culturelle, sociocritique, mythocritique.

This paper attempts to show that, in spite on their length, the novels of Alexandre Dumas, and The Three Musketeers in particular, constitute an ideal gateway to the collective imaginary of the 19th Century. Indeed, Dumas, arguably more so than any other French writer of his century, is an ideal link between literary, national, and cultural histories. Various teaching strategies are considered in the concluding pages.

Key words: Alexandre Dumas, pedagogy, cultural history, sociocriticism, mythocriticism.
L’enseignement et l’apprentissage de la littérature française en milieu universitaire hétéroglotte : pistes didactiques
Authors: Beauquis Corinne
Published: June 2016

D’une part, les défis de l’enseignement des langues ont su réunir des chercheurs dans une démarche scientifique ayant permis l’émergence de la didactique des langues, elle-même plus tard divisée en différents volets; d’autre part, la littérature s’est elle aussi dotée de sa propre didactique. Cependant, l’enseignement de la littérature en milieu hétéroglotte demeure en marge dans le champ de la didactique. On part souvent du principe que les étudiants suivant un cours de littérature dans une deuxième ou une troisième langue ont des compétences langagières assez solides dans la langue cible pour relever les défis de la littérature, ce qui est rarement le cas. Cet article propose donc, en suivant les étapes de conception d’un cours de littérature française offert en deuxième année d’université, d’explorer les cheminements et les défis de ces deux domaines bien établis de la didactique et d’en montrer la complémentarité et la pertinence pour l’enseignement et l’apprentissage de la littérature en milieu hétéroglotte.

On the one hand, the challenges of language teaching have brought together a community of researchers with the same scientific goal, which gave birth to the field of didacticism in languages, later divided into several subsets. On the other hand, the field of didacticism in literature has also emerged. However, teaching literature in a foreign or second language stills remains in the margins of didacticism. We often assume that students who take literature courses in their second or third language have strong enough language skills in the target language to rise to the challenges of literature, but it is rarely so. Therefore, while following the different stages of conception of a second year French literature course, this article proposes to explore the meanderings and challenges of these two well-established areas of didacticism and it will show their interrelation and their relevance to the teaching and learning of literature in a foreign or second language.
Le Document authentique : un exemple d’exploitation en classe de FLE
Authors: Aslim-Yetis Veda
Published: June 2016

Résumé

Les documents authentiques permettent à l’enseignant de langue étrangère de mettre ses apprenants en contact avec la langue et la culture cibles. Cependant, pour que leur usage soit efficace et qu’ils soient bien perçus comme authentique par les apprenants, il convient de les exploiter convenablement en leur appliquant un traitement approprié.

Dans cet article, nous traitons de l’usage des documents authentiques en classe de langue et plus précisément en classe de français langue étrangère (FLE). Ainsi, après avoir rappelé ce qu’est un document authentique et traité de l’importance de son usage dans l’enseignement/apprentissage des langues, nous avons préparé une fiche pédagogique pour une leçon d’expression/compréhension orales destinée à des apprenants de FLE turcophones et où le support était un programme radio.

Mots clés : document authentique, enseignement/apprentissage, français langue étrangère.

Abstract

Authentic materials allow the foreign language teacher to help his/her students get in contact with the target language and culture. That’s why authentic materials should be used correctly with the help of an appropriated treatment in the aim of being more effective and better-perceived as authentic by the learners.

In this article, we discuss the use of authentic materials in foreign language classrooms and more specifically in French foreign language classroom. Thus, after pointing out what an authentic material is and discussing the importance of its use in teaching and learning of languages, we have prepared a teaching material of speaking/listening in French to Turkish students. The type of the authentic material was a radio program.

Key words: authentic material, teaching/learning, French foreign language.
Le Document authentique en tant que support intégré dans un cours de français « de spécialité européenne » en contexte universitaire
Authors: Bozhinova Krastanka
Published: June 2016

Résumé

Au cours de la période de pré-adhésion à l’Union européenne (UE), plusieurs universités en Europe centrale et orientale ont ouvert de nouvelles filières afin de former des spécialistes dans le domaine des affaires européennes. Le français étant la deuxième langue de travail de l’UE, l’enseignement du français langue étrangère figure souvent au programme de ces filières. Dans certains cas, un module de français « de spécialité européenne » est aussi proposé. Il est donc intéressant de répondre à quelques questions d’ordre didactique qui se posent au sujet d’une telle formation en milieu universitaire, à savoir : comment la situer parmi d’autres formations linguistiques existantes, quels sont ses objectifs, quelle approche méthodologique adopter et comment incorporer des documents authentiques dans ce programme, de même que quels scénarios d’enseignement-apprentissage intégrant ce type de supports sont susceptibles d’être utilisés en classe.

Mots clés: français de spécialité européenne, Études européennes, enseignement-apprentissage par les tâches, supports, intégration didactique

Abstract

During the pre-accession period to the European Union (EU), many universities in Central and Eastern Europe opened new majors in order to prepare specialists in the field of European affairs. Given that French is the second language of the EU, teaching French as a foreign language is often a part of these majors’ curriculum. Therefore, it is interesting to address some pedagogical issues which arise concerning such university courses, e.g.: how to situate them in relation to other existing language courses, what their goals are, what methodological approach should be adopted and how to incorporate authentic documents into the program, as well as which teaching and learning scenarios integrating such materials should be used in class.

Keywords:

French for European Affairs, European Studies, Task-based teaching and learning, materials, didactic integration
L’Enseignement de la culture-cible et l’emploi des ressources documentaires
Authors: Jovicic Jelena
Published: June 2016

Résumé

De nombreuses recherches menées dans le domaine de la communication culturelle montrent que les interactions entre des locuteurs sont à la fois d’ordre linguistique et social. Les apprenants d’une langue seconde peuvent être capables d’exprimer leurs pensées ou sentiments, mais malgré le succès linguistique, il n’est pas garanti que la communication soit réussie. En fait, la pratique langagière montre que les difficultés de communication proviennent très souvent du manque de connaissance en normes culturelles. Cet article, qui illustre comment il est possible de combiner l’approche communicative et l’approche cognitive dans l’enseignement d’une langue seconde, montre également l’importance de l’utilisation des ressources documentaires dans l’acquisition des comportements verbaux et non-verbaux.

Mots clés: compétence culturelle; concept de transculturalité; comportements verbaux et non-verbaux; approche communicative; CALLA (Cognitive Academic Language Learning Approach)

Abstract

Numerous studies in the area of cultural communication show that interactions between speakers are both linguistic and social. Second language learners are able to express their thoughts or feelings but, although they may have linguistic success, there is no guarantee that the communication itself will be successful. Difficulties in communication stem most often from a lack of understanding of cultural norms. This article illustrates how it is possible to combine a communicative approach and a cognitive approach in the teaching of a second language and emphasizes the importance of documentary resources in the acquisition of verbal and non-verbal behaviours.

Key words: cultural competence; transculturality; verbal and non-verbal behaviours; communication approach; CALLA (Cognitive Academic Language Learning Approach)
Le Conte à l’intersection du code écrit et de la tradition orale
Authors: Boudjellal Amina
Published: June 2016

Le conte oral est un genre séculaire qui fait partie intégrante du patrimoine culturel de chaque nation. Pourtant, les recherches théoriques se sont intéressées au récit écrit aux dépens du récit oral, dont les modalités et les conditions de production et de réception ne sont pas les mêmes. En effet, le conte oral traditionnel, pour exister, conjugue plusieurs systèmes sémiotiques. Cette intermédialité lui est indispensable pour produire le sens. Ainsi, et afin de mieux comprendre les mécanismes intrinsèques de ce genre littéraire particulier, cet article examine les procédés de création et de réception à partir d’un corpus de contes chaouis (berbères) dans une région où la tradition orale subsiste toujours.

The folktale is a secular genre and belongs to the cultural heritage of each nation. However, literary theorists have concentrated on written narrative at the expense of oral traditions, whose conditions of production and reception are not the same. Indeed, traditional storytelling combines several semiotic systems. This intermediality is essential to produce meaning. Therefore, in order to better understand the intrinsic mechanisms of this particular literary genre, this article examines the processes of creation and reception of a number of chaouis (berber) folktales in a region where oral traditions still exist.

Article reçu le 29/04/2011; accepté le 16/08/2011
Intermédialité et création musicale : l'exemple des Wirkunst
Authors: McKinley Maxime
Published: June 2016

Ce texte consiste en une réflexion sur l’intermédialité (rapports inter-arts) comme fondement d’une musique narrative, au regard d’une série de huit œuvres intitulée Wirkunst. Les Wirkunst sont tous basés sur des œuvres provenant des arts visuels, de la littérature ou du cinéma. Dans la première partie, j’explique d’abord les notions de sémiologie sur lesquelles s’appuient mes recherches. Ensuite, je présente la « grille d’interprétation musicale des œuvres d’art » à partir de laquelle je transforme ma réception d’une œuvre d’art en œuvre musicale. Enfin, je propose une définition de la narrativité musicale inhérente aux Wirkunst en insistant sur le domaine de la perception, notamment sur la pluralité des niveaux de lecture possibles, conceptuels et sonores.

This text looks at intermediality (links between arts) as a foundation for narrative music, in a series of eight works entitled Wirkunst. The origins of the Wirkunst stem from other visual arts, literary or cinematographic works. Thus, the first part opens with semiotics theories on which my research is based. Then, I present the “musical interpretation’s grid of artworks” which I use to transform my perception of an artwork toward a musical work. Finally, I propose a definition of musical narrativity inherent to the Wirkunst with an emphasis on the field of perception and, more specifically, their many levels of reading, conceptual and sonorous.

Article reçu le 17/12/2011; accepté le 07/03/2012
Construire un discours oral, oui ... mais comment ? L’impact de la pragmatique de l’oral sur la didactique des langues étrangères
Authors: Kucharczyk Radek
Published: June 2016

Dans le présent article nous montrerons comment les recherches linguistiques sur le parlé et l’interaction verbale influencent la didactique de l’interaction orale en classe de langue. Ainsi sera caractérisé l’oral en tant que canal indépendant de la communication, de même que l’interaction verbale qui possède ses propres modalités de fonctionnement. Tout cela pour prouver que l’interaction verbale à l’oral est une compétence à plein titre autonome dans l’enseignement/apprentissage des langues étrangères. C’est à cette compétence que nous consacrerons la deuxième partie de l’article en tant qu’une compétence récemment mise en relief par le CECR. Nous définirons la compétence pragmatique et interactionnelle, puis nous caractériserons les stratégies d’interaction orale qui devraient être présentes en classe de langue. Enfin, nous donnerons quelques pistes pour le travail sur l’interaction orale dans l’enseignement/apprentissage des langues.

This article focuses on the influences of linguistic theories of spoken language and verbal interaction on the pedagogy of oral interaction in the language classroom. I will therefore describe spoken language and verbal interaction as two independent means of communication. This will cumulate to prove that verbal interaction represents an entirely independent competence in foreign language learning/teaching. The second part of the article will concentrate on this particular competence, considered especially important by the Common European Framework of Reference for Languages (CEFR). I will define pragmatic and interactive competence as well as strategies for verbal interaction which should be present in the foreign language classroom. The article will also include a few tips on how to practice oral interactions when learning/teaching a foreign language.

Article reçu le 2011-12-28; accepté le 2012-08-01
Les manuels d’écriture sont-ils des vecteurs motivationnels au niveau universitaire?
Authors: Black Catherine , Dias Manuel
Published: June 2016

La motivation à l’écrit en langue seconde pose souvent des défis. Cette étude empirique de type qualitative avait pour objectif de voir si les manuels d’écriture ou de composition étaient des vecteurs motivationnels pour des étudiants universitaires inscrits en français aux niveaux intermédiaire et avancé. À partir de critères motivationnels identifiés par la recherche (Dörnyei, en particulier), nous avons analysé les approches pédagogiques utilisées dans des manuels sélectionnés ; ensuite nous avons examiné les activités proposées par ces manuels et enfin nous avons fait une enquête auprès de professeurs et d’étudiants utilisant ces même manuels. Les résultats de l’analyse et de l’enquête ont fait ressortir certaines constantes dans la perception des apprenants et les enseignants en ce qui concerne l’écrit et ses processus. Ils ont aussi mis en évidence que l’intégration systématique, dans de nouveaux manuels ou programmes, des critères motivationnels identifiés, pourrait stimuler l’intérêt de l’écrit auprès des apprenants.

Abstract: Motivation to write in a second language often poses challenges. This empirical, qualitative study evaluates whether writing or composition textbooks were motivational factors for university students enrolled in French at intermediate and advanced levels. Using motivational criteria identified by research (Dörnyei in particular), we have analysed the pedagogic approaches used in selected textbooks; we then examined the activities they proposed and finally we conducted a survey of professors and students who used the textbooks. The results of the analysis and survey showed certain constants in the perception of writing and the writing process by students and teachers. They also highlight that systematic integration of identified motivational criteria in new textbooks or programs could stimulate students’ interest in writing.

Article reçu le 2011-09-09; accepté le 2012-01-23
Pour une définition de l’action dans la perspective actionnelle en France
Authors: Bento Margaret
Published: June 2016

Le Cadre européen commun de référence pour les langues, document de référence sur la conception de l’enseignement des langues en Europe, se situe dans une perspective actionnelle. Cependant, il ne promeut aucune théorie sous-jacente. Cet article, à partir de la métasynthèse qualitative de la littérature sur la question, montre que pourtant le Cadre et la communauté scientifique en faveur de la perspective actionnelle valorisent les théories socioconstructivistes lorsqu’ils caractérisent la notion d’action.

The Common European Framework of Reference for Language, a reference document on the conception of the instruction of European languages, is set in an action-oriented approach. Yet, it does not promote any underlying theory. Using a qualitative metasynthesis of literature to address the issue, this article shows, however, that the Framework and the scientific community in favour of the action-oriented approach value these socioconstructivist theories when they characterise the concept of action.

Article reçu le 2011-10-09; accepté le 2012-08-01
Perspective actionnelle et genres textuels : le modèle didactique dans l’enseignement du français langue étrangère
Authors: Guimarães-Santos Luiza
Published: June 2016

Cet article discute de l’intérêt de l’usage de la perspective actionnelle et des genres textuels pour l’enseignement et l’apprentissage du français langue étrangère. Dans un deuxième temps, nous visons à susciter un débat sur l’importance de bien connaître un genre avant d’enseigner à le produire, spécialement si l’on assume que la perspective adoptée est celle de faire agir en langue étrangère. Pour ce faire, nous allons analyser le genre textuel «itinéraire de voyage» et à partir de l’observation de plusieurs textes du même genre, nous allons élaborer un modèle didactique, tel que présenté par Schneuwly & Dolz (2004). La théorie qui sous-tend cette étude repose sur les propositions du Cadre Européen Commun de Référence pour l'utilisation de la perspective actionnelle; et aussi sur les travaux de Schneuwly & Dolz (2004) et Bronckart (1999, 2004, 2006) pour l’élaboration d’un modèle didactique. Celui-ci peut être défini comme un relevé des caractéristiques de dimensions enseignables de textes appartenant au même genre.

This article discusses the advantages of using an action-based approach and textual genres for teaching and learning French as a foreign language. I also hope to demonstrate the importance of fully understanding a genre before teaching how to reproduce it, especially if the adopted approach is to incite action in a foreign language. To do this, I will analyse the textual genre “trip itinerary” and, beginning with observations of many texts of the same genre, I will devise a didactic model, such as the one proposed by Schneuwly and Dolz (2004). The underlying theory of this study is based on the recommendations of the Common European Framework of Reference for the use of the action-based approach and on the works of Schneuwly and Dolz (2004) and Bronckhart (1999, 2004, 2006) for the production of a didactic model. This model may be defined as a summary of the characteristics of the teachable dimensions of texts sharing the same genre.

Article reçu le 2011-12-09; accepté le 2012-10-11
Pause grammaire : une réflexion sur l’enseignement
Authors: Fiuza Bento de Faria Mônica
Published: June 2016

L’enseignement de la grammaire fera ici l’objet d’une brève réflexion. Il y a un consensus général en ce qui concerne cet enseignement : on enseigne la grammaire à partir des précis grammaticaux des méthodes. Néanmoins, c’est justement cela qui rend nécessaire une réflexion. Les professeurs enseignent la grammaire comme ils l'ont apprise dans leurs classes de français ou dans leurs classes de langue maternelle. Et, pour cela, ils font revivre leur vécu scolaire ou universitaire. On constate de ce fait une répétition systématique des pratiques. Il est temps de faire une pause pour réfléchir sur cette question.

This short article offers some thoughts on the teaching of grammar. There is general consensus that we teach grammar using the summaries contained in grammar textbooks. However, it is precisely this that requires reflection. Instructors teach grammar as they learned it in their French classes or in their native language classes. Hence, they re-live their own academic or university experiences. Consequently, we have noticed a systematic repetition of such practices. It is time to stop and reflect on this issue.

Article reçu le 2011-12-28; accepté le 2012-08-08