THE FUTURE IS NOW
will be acknowledged and their ideas will be anchored Summit – held in Rio de Janeiro in 1992 the Millennium Declaration adopted by the General.
The Sustainable Development Goals Report 2020
The 2030 Agenda for Sustainable Development was launched in. 2015 to end poverty and set the world on a path of peace prosperity.
1 HEADING LEVEL 1 (ALT 1)
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Common European Framework of Reference for Languages
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Report by the Commission on the Measurement of Economic
recommendations of the Commission sur la mesure du pouvoir d'achat des ménages Reviewed list of European sustainable development indicators (level 1).
Gestes fondateurs et mondes en mouvement
LI Kunwu OTIE
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COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR
Director) Professor D. Coste (Ecole Normale Supérieure de Fontenay/Saint Cloud
Pour une analyse comparée de la didactique du chinois LE
way reference textbooks (C'est du Chinois; Ni shuo ba; Le chinois…comme idées didactiques ainsi que dans une perspective plus pragmatique
A Review on Electric Vehicles: Technologies and Challenges
15-Mar-2021 cation protocol between the vehicle and the charger the Chinese standard ... However
THÈSE
Pour obtenir le grade de
laCommunauté Université Grenoble Alpes
Spécialité : Didactique et Linguistique
Arrêté ministériel : le 6 janvier 2005 25 mai 2016Présentée par
Tommaso ROSSI
Thèse codirigée par Mariarosaria GIANNINOTO et Franco GATTI préparée au sein du Laboratoire LIDILEM et du Département DSAAM dans les Écoles Doctorales "Langues Littératures et Sciences Humaines» etPour une analyse comparée de la
didactique du chinois LEUne étude exploratoire des approches
méthodologiques, des stratégies didactiques et des matériaux pédagogiques en Italie et enFrance
Thèse soutenue publiquement le 19 mars 2021,
devant le jury composé de :M.me Clara BULFONI
M.Franco GATTI
-directeur/MembreM.me Mariarosaria GIANNINOTO
-directrice/MembreM.me Carlotta SPARVOLI
M.Alain PEYRAUBE
Directeur de recherche émérite au CRLAO, RapporteurM.me Marinette MATTHEY
Professeur -Alpes, Membre
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Table of contents
ABSTRACT (ENGLISH VERSION) ........................................................ 9 RÉSUMÉ (VERSION FRANÇAISE) ..................................................... 11INTRODUCTION ..................................................................................... 13
FIRST PART ............................................................................................. 18
THEORETICAL FRAMEWORK, HISTORICAL BACKGROUND
AND INSTITUTIONAL DIMENSION .................................................. 18 CHAPTER 1. DEFINITION OF THE DISCIPLINE ........................... 191.1 INTRODUCTION ................................................................................................................................. 19
1.2 WESTERN PERCEPTION OF ORIENTAL LANGUAGES ............................................................................ 20
1.3 DEBATE AROUND THE CONCEPT OF DISCIPLINE ............................................................................. 21
1.4 DISCIPLINISATION OF CFL ................................................................................................................ 24
1.5 INSTITUTIONALISATION OF CFL ........................................................................................................ 27
1.6 STANDARDISATION OF FOREIGN LANGUAGE TEACHING IN EUROPE ................................................... 32
1.7 ATTEMPT TO STANDARDISE CFL ...................................................................................................... 37
CHAPTER 2. CFL HISTORY IN FRANCE.......................................... 452.1 INSTITUTIONAL FRAMEWORK ............................................................................................................ 45
2.2 THE COLLEGE DE FRANCE: ABEL-REMUSAT ..................................................................................... 47
2.2.1 ABEL-RÉMUSATS VIEW OF CHINESE LANGUAGE AND SCRIPT ....................................................... 49
2.2.2 ABEL-RÉMUSATS NOTION OF DIDACTICS AND METHODOLOGY ..................................................... 55
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2.3 ÉCOLE DES LANGUES ORIENTALES VIVANTES: BAZIN ....................................................................... 57
2.3.1 BAZINS VIEW OF CHINESE LANGUAGE AND SCRIPT ....................................................................... 58
2.3.2 BAZINS NOTION OF DIDACTICS AND METHODOLOGY ..................................................................... 63
2.4 UNIVERSITÉ DE LYON: COURANT ..................................................................................................... 66
2.4.1 COURANTS VIEW OF CHINESE LANGUAGE AND SCRIPT ................................................................. 68
2.4.2 COURANTS NOTION OF DIDACTICS AND METHODOLOGY ............................................................... 69
2.5 CFL IN SECONDARY EDUCATION ....................................................................................................... 70
CHAPTER 3. CFL HISTORY IN ITALY .............................................. 813.1 INSTITUTIONAL FRAMEWORK ............................................................................................................ 81
3.2 UNIVERSITY OF PAVIA AND UNIVERSITY OF PISA ............................................................................. 83
3.3 ISTITUTO DI STUDI SUPERIORI DI FIRENZE: ANTELMO SEVERINI ....................................................... 87
3.4 REGIO ISTITUTO ORIENTALE ............................................................................................................. 92
3.5 UNIVERSITY OF ROME: LODOVICO NOCENTINI ................................................................................. 96
3.6 CFL TEACHING SINCE 1945 ............................................................................................................. 100
3.7 CFL EXTENDS TO SECONDARY EDUCATION ..................................................................................... 104
3.8 NATIONAL SYLLABUS: A STEP TOWARDS STANDARDISATION ......................................................... 114
SECOND PART ...................................................................................... 127
APPROACHES, METHODS AND MATERIALS .............................. 127 CHAPTER 4. TEACHING PROCESS: PLAYERS AND FACTORS................................................................................................................... 128
4.1 INTRODUCTION ............................................................................................................................... 128
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4.2.1 THE TEACHERS ROLE .................................................................................................................. 130
4.2.2 THE RELEVANCE OF TEACHING ATTITUDES AND TOOLS................................................................ 133
4.3.1 THE LEARNER: FUNDAMENTALS OF LEARNING PROCESS .............................................................. 139
4.3.2 THE IMPORTANCE OF CONTEXT AND ENVIRONMENT .................................................................... 142
4.3.3 LEARNING STYLES AND LANGUAGE APTITUDE ............................................................................. 144
4.3.4 MOTIVATION, THE LEARNING CATALYST ..................................................................................... 150
4.3.5 AGE-ORIENTED APPROACHES AND SPECIAL NEEDS....................................................................... 153
CHAPTER 5. METHODOLOGICAL PERSPECTIVES .................. 1595.1 INTRODUCTION ............................................................................................................................... 159
5.2 FORMALISM .................................................................................................................................... 159
5.3 STRUCTURALISM ............................................................................................................................. 162
5.4 COMMUNICATIVE APPROACH .......................................................................................................... 167
CHAPTER 6. METHODS AND MATERIALS ................................... 1766.1 COMMUNICATION-ORIENTED METHODS .......................................................................................... 176
6.2 TEACHING METHODS APPLIED TO CHINESE CHARACTERS ............................................................... 190
CHAPTER 7. DIGITAL TEACHING IN ITALY: A CASE STUDY 2157.1 INTRODUCTION ............................................................................................................................... 215
7.2 EXPLORATORY STUDY .................................................................................................................... 217
7.3 OBJECTIVES .................................................................................................................................... 218
7.4 RESEARCH FIELD ............................................................................................................................. 218
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7.5 RESEARCH SAMPLE ......................................................................................................................... 219
7.6 PRE-ANALYSIS ................................................................................................................................ 220
7.7 RESEARCH TOOLS ........................................................................................................................... 221
7.8 METHODOLOGY .............................................................................................................................. 223
7.9 RESULTS ......................................................................................................................................... 226
7.10. CONCLUSIONS .............................................................................................................................. 231
CHAPTER 8. TEACHING PRACTICE AND CLASSROOM
DYNAMICS ............................................................................................. 234
8.1 INTRODUCTION ............................................................................................................................... 234
8.2 CFL COURSES FOR NON-SPECIALISED LEARNERS ............................................................................ 236
8.3 CFL COURSES FOR SPECIALISED UNVERSITY LEARNERS .................................................................. 240
8.4 CFL COURSES IN SECONDARY EDUCATION ...................................................................................... 243
8.5 FINAL CONSIDERATIONS.................................................................................................................. 248
CONCLUSION ........................................................................................ 249
REFERENCES ........................................................................................ 255
WEBSITE REFERENCES .................................................................... 272APPENDIXES ......................................................................................... 274
APPENDIX I ........................................................................................................................................... 275
APPENDIX II .......................................................................................................................................... 278
APPENDIX III ........................................................................................................................................ 283
PRÉSENTATION DE LA THÈSE EN LANGUE FRANÇAISE ...... 289Page | 6
1. INTRODUCTION ............................................................................................................................ 289
2. DISCIPLINARISATION, INSTITUTIONNALISATION ET STANDARDISATION ....................................... 291
3. EVOLUTION DU CLE EN FRANCE .............................................................................................. 296
4. EVOLUTION DU CLE EN ITALIE ................................................................................................. 302
5. FIGURES ESSENTIELLES DU PROCESSUS ........................................................................................ 308
6. ANALYSE DES APPROCHES, DES PRATIQUES ET DES MATERIAUX .................................................. 310
7. CONCLUSION ................................................................................................................................ 317
Tables
Table 1 .................................................................................................................. 39
Table 2 .................................................................................................................. 42
Table 3 .................................................................................................................. 76
Table 4 ................................................................................................................ 108
Table 5 ................................................................................................................ 109
Table 6 ................................................................................................................ 110
Table 7 ................................................................................................................ 120
Table 8 ................................................................................................................ 122
Table 9 ............................................................................................................... 212
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Figures
Figure 1 ............................................................................................................... 128
Figure 2 ............................................................................................................... 164
Figure 3 ............................................................................................................... 165
Figure 4 ............................................................................................................... 165
Figure 5 ............................................................................................................... 166
Figure 6 ............................................................................................................... 168
Figure 7 ............................................................................................................... 168
Figure 8 ............................................................................................................... 169
Figure 9 ............................................................................................................... 172
Figure 10 ............................................................................................................. 173
Figure 11 ............................................................................................................. 177
Figure 12 ............................................................................................................. 177
Figure 13 ............................................................................................................. 178
Figure 14 ............................................................................................................. 179
Figure 15 ............................................................................................................. 180
Figure 16 ............................................................................................................. 180
Figure 17 ............................................................................................................. 181
Figure 18 ............................................................................................................. 181
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Figure 19 ............................................................................................................. 182
Figure 20 ............................................................................................................. 183
Figure 21 ............................................................................................................. 184
Figure 22 ............................................................................................................. 184
Figure 23 ............................................................................................................. 185
Figure 24 ............................................................................................................. 189
Figure 25 ............................................................................................................. 189
Figure 26 ............................................................................................................. 195
Figure 27 ............................................................................................................. 196
Figure 28 ............................................................................................................. 197
Figure 29 ............................................................................................................. 198
Figure 30 ............................................................................................................. 200
Figure 31 ............................................................................................................. 201
Figure 32 ............................................................................................................. 201
Figure 33 ............................................................................................................. 207
Figure 34 ............................................................................................................. 208
Figure 35 ............................................................................................................. 209
Figure 36 ............................................................................................................. 214
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ABSTRACT (English version)
Over the last few decades, Chinese as a Foreign Language (CFL) has become a prominent component in French and Italian educational contexts. This increasing trend is revealed by the huge number of universities, private institutions and, in recent times, secondary schools having activated CFL courses, probably in response to the growing interest in Asian studies by learners of all ages. Despite quite extensive research has been conducted across Europe, data on CFL teaching approaches, methodologies and techniques in Italian educational circles are still far from being exhaustive. In the mainframe of this fragmentary scenery, our exploratory study intends to look through the various didactic perspectives to CFL, comparing the Italian and the French regulatory and methodological frameworks. The choice is mainly motivated by social and cultural contiguity of the two countries, the long experimentation conducted on the French side over didactic approaches and linguistic backgrounds with regard to CFL. Our analysis includes two different levels of education (academic education and secondary education) in the target countries and examines the various factors having impacted on the teaching and learning processes through a comparative approach. In particular the study intends to reveal the social and historical backgrounds which contributed to disciplinise and standardise CFL in France and Italy, analysing players and relationships involved in teaching-learning processes. Moreover, it aims at exploring the methodological approaches and perspectives developed for CFL teaching, highlighting divergences and analogies.Page | 10
As for this last point, we first considered the major approaches overtly adopted for L2 teaching over the last century, then focused on those specifically adapted to CFL teaching and learning needs, such as character thresholds (SMIC, Bellassen), character-based model (ᆍᵢquotesdbs_dbs1.pdfusesText_1[PDF] idée de progrès italien oral
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