Renforcer l'apprentissage du français langue étrangère grâce à la didactique intégrée des langues: une nouvelle recherche empirique en Suisse
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2023
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01A - Journal article
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LHUMAINE
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Langage et pensée complexe
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2
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LHUMAIN
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Abstract
Language learning is an integrative phenomenon, in which each new language fits into a pre-existing cognitive network. The didactics of plurilingualism has been developed over the last twenty years on the basis of these considerations and has been the subject of numerous theoretical publications along with proposals for language courses, but it has not always been implemented in schools. This can be partly explained by its lack of empirical basis. In the present article, we present a cross-sectional study currently being conducted in secondary schools in German-speaking Switzerland, which aims to document the implementation of plurilingual activities in L3 French classes. We focus here on the methodology employed. Using a mixed-methods design, we aim to measure the effects of the didactics of plurilingualism on learners' awareness of their learning of French, which is necessary for effective learning. Our research objective is to empirically attest to the theoretically positive effects of a didactic approach which is based on a dynamic and decompartmentalized conception of language learning.
Keywords
plurilinguisme, plurilingualism, French as a Foreign Language, français langue étrangère, didactique intégrée des langues, plurilingual education, stratégies d'apprentissage, language learning strategies, conscience métacognitive, language learning awareness
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2968-2398
Language
French
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
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Gold
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Citation
Lapaque, P., & Freytag Lauer, A. (2023). Renforcer l’apprentissage du français langue étrangère grâce à la didactique intégrée des langues: une nouvelle recherche empirique en Suisse. LHUMAINE, 2. https://doi.org/10.26041/fhnw-10315