WorldCat Identities

Spanghero-Gaillard, Nathalie

Overview
Works: 27 works in 39 publications in 1 language and 157 library holdings
Roles: Thesis advisor, Editor, Opponent, Other, 070
Publication Timeline
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Most widely held works by Nathalie Spanghero-Gaillard
Le français en contextes : Approches didactiques, linguistiques et acquisitionnelles \ by Marie Berchoud( )

2 editions published in 2017 in French and held by 112 WorldCat member libraries worldwide

Organisés en trois sections (FLE et enseignement ; études linguistiques ; maîtrise et acquisition de la langue), les neuf articles qui forment ce volume ont en commun de se soucier de ce que la langue, lorsqu’elle est considérée à partir d’approches ou de données mettant en avant l’importance du contexte (défini de façons différentes), est loin d’être un objet dont les contours sont clairement identifiés : entre différentes considérations théoriques ou analytiques, face à la réalité du terrain, on voit ainsi se dégager un champ offrant de multiples approches et réflexions. Ce volume, à travers les articles qui le composent, constitue une contribution riche et variée sur la question de l’enseignement-apprentissage du français en contexte(s)
Pratiques théâtrales( Book )

1 edition published in 2014 in French and held by 11 WorldCat member libraries worldwide

Didactique cognitive des langues (étrangère, seconde, maternelle) : comportement cognitif des Apprenants by Colloque International de Didactique Cognitive (DIDCOG 2005)( Book )

3 editions published in 2005 in French and held by 3 WorldCat member libraries worldwide

Ce numero [...] marque les premiers jalons de la didactique cognitive des langues conçue non comme un énième courant novateur mais comme un espace de rencontre entre deux cultures radicalement différentes et n'échangeant que trop occasionnellement : celle des didacticiens et méthodologues [...] et celle des psychologues cognitivistes
Le français langue étrangère dans la formation linguistique des apprentis guides touristiques vénézuéliens : pistes pédagogiques à partir de l'analyse du discours by Yolibeth Machado Key( Book )

2 editions published in 2012 in French and held by 2 WorldCat member libraries worldwide

Notre étude s'inscrit dans les recherches en didactique des langues. Elle vise à faire des propositions pédagogiques pour l'enseignement du français langue étrangère dans la formation linguistique des apprentis guides touristiques au Venezuela. Pour ce faire, nous avons enregistré sur le terrain de travail quatre guides professionnels (deux français et deux vénézuéliens. Le corpus ainsi constitué a été transcrit avec les normes ICOR (Laboratoire ICAR, Lyon 2). Dans le but d'effectuer une analyse comparative, nous avons pris des outils de l'analyse conversationnelle, de la linguistique énonciative et de la linguistique textuelle pour déterminer les ressemblances et les différences discursives des guides touristiques à étude au niveau pragmatique, énonciatif, syntaxique et sémantique. Les analyses ont démontré que les guides des deux groupes culturels ont recours aux mêmes actes de parole dans les visites guidées, se servent des mêmes procédés linguistiques propres aux discours oraux même si ces derniers sont empreints de traces de scripturalisation. Toutefois, les guides utilisent différemment les déictiques en tant que marques énonciatives et culturelles. Avec ces observations, nous présentons des modèles d'activités pédagogiques visant la maîtrise des savoirs linguistiques, le développement de savoir-faire communicatifs et savoir-être nécessaires pour un guide touristique. Ces activités de formation intègrent les dimensions interculturelles qu'a fait apparaître l'analyse des interactions
Évaluation de la compétence grammaticale chez des adultes francophones apprenant l'espagnol langue étrangère by Luis Salazar Perafan( )

2 editions published in 2016 in French and held by 2 WorldCat member libraries worldwide

The framework of our study is focused on the assessment of linguistic and metalinguistic knowledge of francophone adults learning Spanish as a foreign language. This knowledge constitutes the basis of grammatical competence built by learners as they develop skills in the target language.Our aim is the observation of linguistic and metalinguistic knowledge used by francophone adult learners of Spanish as a second language (L2). Thus, we designed and directed an experimental study to 30 French-speakers with a threshold-level in Spanish, based on the Common European Framework of Reference for Languages (Council of Europe, 2001). Our approach consisted of two experimental tasks: A decision making task and a task of oral production. The first task was conducted with a grammaticality judgement test in which participants had to evaluate, in a limited response time, a corpus of 36 sentences (presented one after the other, at both written and oral). The second task was conducted with the definitive confirmation of judgments about the corpus. Participants were thus asked to give a final judgement about the correctness of sentences (without measuring response time). If they judged a sentence as incorrect, they have to specify the error and explain it. As for the oral production task, the participants were asked to produce a descriptive and narrative speech in Spanish by using visual stimuli (a comic strip). The results achieved allowed us to collect data on the response time, on the sentences judgment ability, on the type of speech used to explain the error and on syntactical structures used spontaneously in oral speech. Those data were analyzed and discussed with the aim of providing insights on the capacity of francophone adults learning Spanish as a foreign language for detecting and explaining errors in the target language; on their difficulties in acquiring the Spanish grammatical system; and on their knowledge to analyze and produce structures in target language.The results enabled us to reconsider the learning of Spanish grammar otherwise with a view to teaching models adapted to the metacognitive and metalinguistic skills of francophone learners
Didactique présecondaire des langues étrangères : l'influence de la présentation multimodale du lexique sur la mémorisation chez des enfants de 8 à 11 ans by Marie-Ange Dat( Book )

2 editions published in 2006 in French and held by 2 WorldCat member libraries worldwide

The development of learning-teaching foreign languages in French primary schools currriculum has fostered the use of ICTE (Information and communication technology applied to Education). Both teachers and learners in foreign languages are provided with various multimedia teaching tools -drawings, sound effects, animation- which are joined with the linguistic content through different means (=multimedia tools variety presentation). First of all, we will state the existing institutional and teaching-learning situtation. This first step will lead us to think about the use of multimedia tools to estimate its role in the learning of foreign lexis, one of the main targets of this early age learning- teaching. Indeed, we questioned ourselves about the relevance of the different encoding modes leading to the language comprehension in terms of global objects representation (Dubois) and the cognitive implication for new information treatment (Sweller). Our explanatory analysis stem from our own experience as primary school teacher (since 1997) and as Italian teacher for 8 to 11 year-old pupils. These analysis trigger various questions dealing with a) the learning of the native language (L1 = French) throughout the child's development, b) the learning of foreign languages (L2) and c) the impact on memorization of foreign words through a multimedia presentation. We decided about this last concern to elaborate hypothesis. They have been tested through experiences carried out within 8 to 11 age groups. The various encoding modes combinations (oral / writtten / oral + written / oral then written presentations) represent the variables which effects have been noticed on memorization (designation tests then reproduction tests). Those experiences were carried out by a research team financially supported by the Midi-Pyrenees region
Enseignement du FLE assisté par ordinateur en Thaïlande : étude de l'aide à la compréhension de relations logique cause-conséquence by Sirima Purinthrapibal( Book )

2 editions published between 2008 and 2009 in French and held by 2 WorldCat member libraries worldwide

The purpose of this research was to study foreign language comprehension. After first presenting a review of various literature on oral and written comprehension theories based on cognitive psychology and psycholinguistic, we then present the experimental study conducted with Thai students learning French as a foreign language. The experiment consisted of examining the students'performance in comprehension of different causal relation phrases related by connectives, and alternatively by punctuations in different degrees of difficulty and orders of situation. We performed test scenarios via both oral and written computer-based examinations. This study showed that oral comprehension is a significant problem for Thai students compared to written comprehension. In addition, this study shows that 1) causal phrases related by connectives are easier to comprehend than causal phrases related by punctuation, and 2) the performance in comprehension of phrases which situations are in cause-consequence order is better than that of phrases with consequence-cause situations order. The analysis of the collected data permit to propose revisions to traditional teaching methods to improve students' oral comprehension and understanding of cause-consequence expressions, and as well to propose modifications to Computer-assisted Instruction methods to achieve similar improvements in student comprehension
Le discours explicatif de l'enseignant en classe de langue : contextes interactionnels et processus cognitifs by Julie Rançon( Book )

2 editions published between 2009 and 2013 in French and held by 2 WorldCat member libraries worldwide

This research finds its origin in the difficulties encountered by all teachers when explaining in classrooms of French as a Native Language or French as a Foreign and Second Language. As the teacher's oral explanatory discourse has not yet been the subject of comparative studies involving these two domains, we have collected corpora of oral pedagogic discourses in classrooms of native early learners (French secondary schools) and foreign young adults (B1-B2 level in homoglot environment). Thus, this thesis aims to present an experimentation methodology for examining the teacher's explanatory discourse by using the cognitive-didactic approach along with interactional linguistics' concepts and lexicosemantic tools. Initially, we will define explanatory discourse in general, as well as vocabulary teaching in context, in particular to non-beginners. Then, by applying our specific observation methodology, we will analyze explanatory discourse functioning in interactional context and will identify various teachers' explanatory techniques aiming the vocabulary comprehension. Furthermore, we were interested in learners' comprehension of lexical explanations. The impacts of our study could be involved in teacher training programs by drawing their attention to the stakes of explanatory interactions at learners' acquisition of a new linguistic knowledge
Apprentissage de la lecture : étude longitudinale à partir de tâches de lecture à voix haute d'enfants anglophones scolarisés en école d'immersion française by Lucie Vialettes-Basmoreau( Book )

2 editions published in 2012 in French and held by 2 WorldCat member libraries worldwide

Notre thèse s'intéresse à l'apprentissage de la lecture dans un contexte et avec un public particulier : des enfants anglophones scolarisés en école d'immersion française aux Etats-Unis (Minnesota). Ces enfants apprennent à lire en français langue étrangère à l'école alors qu'il incombe aux familles de les exposer à l'écrit de leur langue maternelle anglaise.Afin d'étudier comment s'effectuent ces apprentissages (en L1 et en L2) nous avons mené une étude longitudinale auprès de quatre enfants de 7,1 ans (âge moyen). Notre cadre théorique s'inscrit à la croisée de la linguistique, la psycholinguistique, la psychologie cognitive et la pédagogie. Notre démarche suit celle proposée par les recherches orientées en didactique cognitive.D'une part, les enregistrements des performances dans une tâche de lecture à voix haute de courts textes narratifs anglais /vs/ français nous permettent d'évaluer la prononciation, la réalisation de mots connus/inconnus, la fluence. D'autre part, des questions simples posées après la lecture nous renseignent sur le degré de compréhension. Enfin, l'environnement familial est pris en compte par le biais d'un questionnaire administré aux parents durant toute l'étude. Nos hypothèses concernent les apprentissages dans chacune des deux langues, les influences d'une langue sur l'autre et le transfert de compétence dans le décodage des graphèmes en phonèmes
DramAula : les apports des activités dramatiques dans la compétence d'interaction orale en espagnol langue étrangère au collège by Véronique Vidard( Book )

2 editions published in 2014 in French and held by 2 WorldCat member libraries worldwide

This thesis aims to analyse Spanish didactic and theatrical performance. Spanish didactic is analysed in the context of learning a second language in school with Year 8 children (4eme). The aim is to develop a theatrical didactic to be used by teacher to improve verbal communication in school. This research allows the creation of a new methodology called DramAula. The main objective of this work is to improve the teaching of a second language in school by developing confidence, autonomy and creativity in children with the help of theatrical activities. Theatrical activity is thought to increase motivation and verbal exchanges in children and create a better learning environment. This didactic method is in accordance with the European program to improve language skills learning
Effet de l'apprentissage systématique de l'écrit sur l'acquisition de la langue orale en L2 : cas du français appris par des enfants marocains au Maroc by Carine de Martin( Book )

2 editions published in 2013 in French and held by 2 WorldCat member libraries worldwide

This research on French-Arabic interlanguage is at the junction of psycholinguistics , cognitive psychology and didactics . It takes place in a multilingual country, Morocco (Agadir). Our study seeks to establish to what extent learning to read in French (L2) impacts the development of perception and pronunciation of this language and how important this learning is. We assume indeed that spelling and phonological skills gained through reading, could make certain phonological representations of the target language more salient. We explore this hypothesis by resorting to the acquisition of two French phonemes [e] and [y] create difficulties for Moroccan speakers.In order to verify that mastering spelling-phonological correspondences contributes to improving the quality of the phonological system of this language , we carried out a longitudinal study during a school year with Arabic-speaking Moroccan children Learning written French in Morocco. We have established a protocol for assessing oral proficiency in Arabic and French based on phonological awareness tasks (validated speech therapy tests) and on perception and expression skills. We set up to a reading test to provide information on speed , reading correction and vocabulary maturity of the subject. A questionnaire was also distributed to parents to provide insights into the linguistic environment of tested children. Result analysis shows that learning how to read in L2 consolidates writing and phonological conversion , which would allow children to own better defined phoneme categories , and consequently to better perceive and pronounce sounds that are absent from their first language phonological system
Analyse des formes de communication concourant à la formation professionnelle des médecins dans les congrès médicaux by Clémentine Dompeix( )

2 editions published in 2016 in French and held by 2 WorldCat member libraries worldwide

The research presented in this PhD thesis concerns the professional development of physicians in the context of medical congresses, particularly, during sessions dedicated to sharing experience and expertise. We study this situation as a teaching/learning tool for continuing education. We use theoretical frameworks from professional didactics (Pastré, Mayen et Vergnaud, 2006 ; Fillietaz, 2006) and interactional linguistics (Mondada, 2001). We conducted this research in two phases. During the first phase, of an exploratory nature, we have explored congress as an event through direct observation and inquiry of professional congress organisers. During the second phase, of systematic enquiry, we have first identified the resources expert physicians in teaching position use to accompany their peer physicians in their learning process. Which teaching support do they use, how do they build the learning experience? Second, we have studied how physicians as learning persons do convert congress sessions dedicated to the sharing of experience and expertise into useful knowledge for their daily work
La integraciòn de técnicas de motivaciòn y control de estrés, como medio didàctico, en la enseñanza de la expresiòn oral (lengua extranjera) a nivel superior. by Leticia Bernard( )

1 edition published in 2016 in French and held by 1 WorldCat member library worldwide

This research work is about the importance of motivation and stress management as didactic tools to teach languages for higher education (L2). It identifies the impact of motivation and stress management to improve oral expression.The population target for this study was university students and it was selected based on their previous years' experiences. Some of them had the required symptoms such as lack of motivation and an increase in emotions when they had to express themselves in a second language. Additionally, the students had to be motivated for this study and their level of stress had to be qualified also. Universities represent the last step before students enter the work environment. They have a mission to provide the tools required for their success in a fast pace world. The objective of this study is to demonstrate that oral expression in a second language can be improved. It shows also that it is possible to increase self-esteem and further improve personal abilities, by integrating motivational and stress management techniques
Étude de l'impact du contexte sonore environnemental sur la compréhension de dialogues pédagogiques : une démarche expérimentale en didactique du français langue étrangère by Marie-Mandarine Colle Quesada( )

1 edition published in 2014 in French and held by 1 WorldCat member library worldwide

Oral comprehension is a primary skill when learning foreign languages. In the classroom, it is generally ad-dressed by using dialogues usually depicting daily life situations of native speakers. These materials may include speech only or speech along with contextual environmental sounds. However few studies offer formalisation of these complex course materials, both in terms of their production and their educational use. Our study is based on the following questions: What mechanisms are at stake in a listening task? How ad hoc soundscapes, that may help learners, can be created? Which functions can these soundscapes stand for? How can their impact on understanding linguistic statements be assessed? In our work, we assess the role of a soundscape along with the verbal message: does it play an important part in the understanding of the message, multiplying meaningful cues and providing a frame for the construction of the meaning as previous studies in this field indicate? In this context, we implemented a behavioral experimental design. We elaborated all the test materials, as well as an ad hoc protocol developed in order to assess the understanding of the dialogues, with or without contextual soundscape, by native French speakers and learners of French as a foreign language (A level). Our results reveal that the contextual soundscape helps the comprehension for non-native speakers, which matches the results of the studies about cognitive load. Finally, this study allows us to discuss various didactic perspectives that are in line with a strategic teaching of oral comprehension
Influences de l'écrit sur la perception auditive : le cas de locuteurs hindiphones apprenant le français by Tania Chadee( Book )

1 edition published in 2013 in French and held by 1 WorldCat member library worldwide

Didcog 2005( )

1 edition published in 2005 in French and held by 1 WorldCat member library worldwide

La représentation de la culture dans la didactique des langues étrangères : le cas du catalan en France by Josep Vidal Arráez( )

1 edition published in 2021 in French and held by 1 WorldCat member library worldwide

En partant du cas concret de l'enseignement/apprentissage du catalan langue étrangère dans les universités en France, cette étude souhaite mettre en exergue les éléments qui caractérisent le concept de culture en général, et de culture catalane en particulier, dans le but de fournir des outils et des éléments de réflexion autour quelle culture aborder dans un cours de langue étrangère. Pour ce faire, une étude expérimentale de caractère transdisciplinaire a été menée. Elle sollicite des concepts empruntés à la didactique des langues et à la psychologie cognitive et utilise des techniques issues de la sociolinguistique, de psychologie sociale et de la psychologie cognitive pour approcher les représentations qu'ont deux populations, des apprenants et des enseignants de l'enseignement supérieur français, à propos de la culture associée à la langue catalane. Les résultats obtenus par le biais de tests de catégorisation (libre et guidée) et d'analyses du discours montrent que bien que les manuels analysés tendent à présenter une approche de la dimension culturelle centrée dans des éléments de la vie quotidienne de la société dont on étudie la langue, les représentations des populations sélectionnées mettent plutôt en avant des éléments stéréotypés ou archétypiques. De plus, les réponses obtenues permettent de constater que la méthodologie mise en place pour obtenir les représentations du concept de culture devient clé pour atteindre une représentation précise du concept étudié
Lacunes et dysfonctionnements dans l'apprentissage des déterminants français chez des locuteurs persanophones. by Sara Ghaznavi( )

1 edition published in 2020 in French and held by 1 WorldCat member library worldwide

The aim of our thesis is to consider the difficulties that Persian speakers face when learning French determiners. Taking as a starting point the asymmetry of this grammatical class in the two languages using a contrastive approach, as well as its complexity in French, in spite of the determiner being consistently positioned before the noun; as well as (its complexity) in Persian whereby other word classes are used to refer to determiners, the “blank positions” that differ with French and a different syntactic order of words when expressing a determiner, this study takes into account the social-cultural and educational context of French as a Foreign Language (FLE) in Iran and more specifically the presence of English as an intermediary language. The test that was conducted on a sample of FLE learners during the 4th and 10th semesters in two Iranian universities underscores the major difficulties that the learners face in fully understanding the use of determiners in a language that is considered difficult. People's use of partitive articles and demonstrative determiners was shown to be particularly inaccurate. Thanks to the results that were obtained, it has been possible to analyse the errors found and - consequently- to propose a reasonable and qualified approach for French determiner didactics for a Persian speaking public. This brings together the contribution of communicative methods, especially at beginner levels, with an explicit grammatical teaching process, likely to be understood because it fits into the educational culture in Iran, enabling it to access a more complex level of French language comprehension. According to 'adaptive eclectisme' advocated by Puren, didactic recommendations link the progressive construction of meaning, manipulating wording for discrimination purposes, learning by hearing, but also, beyond inductive learning and error pedagogy, supporting the learner towards formulating and conceptualizing the grammatical rules
Pratiques théâtrales( Book )

1 edition published in 2014 in French and held by 1 WorldCat member library worldwide

La diversité linguistique et culturelle relative à l'orientation spatiale chez l'enfant et l'enseignant à l'école primaire au Maroc by Nadia Boutechkil( Book )

1 edition published in 2013 in French and held by 1 WorldCat member library worldwide

 
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Alternative Names
Spanghero, Nathalie

Languages
French (32)