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L’enseignement du français langue étrangère (FLE) a vu les méthodes d’apprentissage évoluer tout au long des XXe et XXIe siècles, répondant aux nouvelles réalités sociales et géopolitiques (la création du Conseil de l’Europe, la publication du Cadre européen commun de référence pour les langues). Ceci a notamment mené à chaque fois à la publication d’un ensemble de nouveaux manuels scolaires. Afin de retracer l’influence d’une approche orientée vers l’action dans l’enseignement et l’apprentissage des langues, cette étude vise à (1) analyser l’importance de la perspective actionnelle dans l’enseignement/apprentissage du FLE ; (2) examiner une sélection de manuels scolaires de FLE employés dans le système éducatif espagnol, publiés entre 2008 et 2015, afin d’observer et/ou de vérifier la présence de quelques principes de la perspective actionnelle ; et (3) montrer la transmission actuelle de ces idées dans la formation initiale des enseignants de FLE, dans le cadre du master en enseignement de FLE à l’université de Grenade (2011-2015), en Espagne. The teaching of French as a foreign language (FFL) has seen learning methods evolve throughout the 20th and 21st centuries, in response to new social and geopolitical realities (the creation of the Council of Europe, the publication of the Common European Framework of Reference for Languages). In each case, this had led to the publication of a range of new textbooks. In order to trace the influence of an action-oriented approach in language teaching and learning, this study aims to (1) analyse the importance of the action-oriented approach in the teaching and learning of FFL ; (2) examine a selection of FFL textbooks used in the Spanish educational system, published between 2008 and 2015, in order to observe and/or verify the presence of some characteristics of this approach, and ; (3) to show the current transmission of these ideas in the initial training of FFL teachers, within the framework of the Master's degree in FFL teaching at the University of Granada (2011-2015), in Spain.

Tema ovog rada su pristupi poučavanju japanskog jezika. Kroz rad je na početku dan pregled bitnih karakteristika japanskog jezika, a zatim je proučavano u razdoblju od 16. stoljeća do danas nekoliko pristupa poučavanja zajedno s njihovim metodama: Formalistički pristup, pristup Direktna metoda, Strukturalni pristup, Komunikacijski pristup, Humanističko-afektivni pristup te pristup Obrnuta učionica (Flipped classroom). Također, dan je povijesni pregled poučavanja japanskog jezika u Hrvatskoj te smjernice ZEROJ-a i JF Standarda kao i specifičnosti predmetnog kurikuluma za strane jezike. Uz to su dani primjeri radionice japanskog jezika za roditelje, pismene pripreme jedne nastavne jedinice japanskog jezika te materijali koji su poslužili za pripremu istih. Dolazimo do spoznaje da je japanski jezik specifičan za pučavanje te se u zaključku pitamo hoće li smjernice ZEROJ-a i JF Standarda utjecati na budući predmetni kurikulum Japanskog jezika. This paper tackles approaches to teaching Japanese as a foreign language. The work starts with an overview of the essential characteristics of the Japanese language and continues with research on several teaching approaches and their methods from the 16th century to the present day , as follows: Formalistic approach, Direct method approach, Structural approach, Communicative approach, Affective Humanistic Approach and Flipped classroom approach. A historical overview of teaching Japanese in Croatia is also outlined and the Common European Framework of Reference for Languages (CEFRL) and the JF Standard guidelines as well as the Croatian curriculum for foreign languages. In addition, there is an example of Japanese language workshop for parents, written preparation of a Japanese lesson as well as samples of didactic materials. The result of the research concludes that the Japanese language is specific in its teaching approaches. As yet there is no definitive answer as to how the CEFRL and JF Standard guidelines will affect the future inclusion of the Japanese language as a primary or secondary school curriculum subject.

Storytelling is an integral part of history and human existence. Stories are abstract forms of reality that affirm us as social beings and allow socialization and sociolinguistic enrichment. In this thesis, we try to analyze storytelling as a present and essential mechanism in language transmission. We seek to put into perspective two learning-teaching experiences: the action-oriented approach (evaluated here in the proposal of the Common European Framework of Reference for Languages (CEFR)) and the process of teaching Spanish in 16th century Mexico (after the Conquest), since in both the acquisition of the language prepares the integration of the individual into society through the performance of specific tasks by means of linguistic and sociocultural elements. Through a triple interdisciplinary analysis (historical, pedagogical and empirical), we conclude that stories (in both experiences) have a great pedagogical potential, but that they entail the risk of becoming instruments for the transmission of ideas and behavioral patterns, depriving the language of its purpose, and the individual of the freedom to be himself through the language., Les histoires font partie intégrante de l'existence humaine, elles sont des formes abstraites de la réalité qui nous affirment en tant qu'êtres sociaux et permettent la socialisation et l'enrichissement sociolinguistique. Nous cherchons à mettre en perspective deux expériences d'apprentissage-enseignement : l'approche actionnelle (évaluée ici dans la proposition du Cadre européen commun de référence pour les langues (CECRL)) et le processus d'enseignement de l'espagnol dans le Mexique du XVIe siècle (après la Conquête), puisque dans les deux cas, l'acquisition de la langue prépare l'intégration de l'individu dans la société par l'accomplissement de tâches spécifiques au moyen d'éléments linguistiques et socioculturels. Au moyen d'une triple analyse interdisciplinaire (historique, pédagogique et empirique), nous concluons que les histoires (dans les deux expériences) ont un grand potentiel pédagogique, mais qu'elles risquent de devenir des instruments de transmission d'idées et de comportements et, qui peuvent avoir des répercussions à long terme, privant la langue de sa finalité, et l'individu de la liberté d'être lui-même à travers la langue.

The diploma thesis deals with the book genre Erstlesebuch (book for beginner readers) as educational material in the context of foreign language education at the levels of Basic Users (A0/1-A2). In the context of first language teaching, this specific genre belongs to the field of literature, the didactic of literature, and the didactic of reading. The goal of this diploma thesis is to present different possibilities of didactic activities with Erstlesebuch in the context of second language teaching and to formulate criteria for choosing an appropriate text. The theoretical part describes the context of foreign language education and the role of literature in this context, with consideration for the Common European Framework of Reference for Languages. The theoretical part also presents the specifics of the book genre Erstlesebuch itself. The empirical part of this thesis is based on several investigations: firstly on a complex analysis (readability and text structure) of six Erstlesebuch and secondly on empirical research in reading with schoolchildren at higher grades of an elementary school (children at the age of 13-15). These results are compared to the results of similar research done with Austrian beginner readers (children between the ages of 7 and 9). The final part of the thesis concludes...

RESUMEN Durante las últimas décadas, los estudios en lingüística de corpus han desempeñado un papel fundamental en la descripción del léxico más frecuente en el lenguaje real de los hablantes nativos de inglés. En el contexto de la enseñanza de segundas lenguas, este conocimiento es fundamental para un correcto desarrollo de la competencia léxica. Por su parte, el Marco Común Europeo de Referencia para las Lenguas (MCERL), en su descripción de la competencia léxica, reconoce la importancia del vocabulario frecuente. Este marco de referencia para docentes y editores de manuales didácticos detalla el grado de riqueza y dominio de vocabulario que los usuarios deben tener en cada nivel de competencia lingüística (A1-C2). No obstante, en algunos estudios previos se muestra que el contenido léxico de los manuales de inglés no se corresponde con el nivel del MCERL para el que están diseñados. En esta línea, este TFM tiene un objetivo dual. En primer lugar, se pretende comprobar si dos libros de texto de inglés utilizados en la Escuela Oficial de Idiomas de Santander contienen un léxico equiparable al nivel del MCERL para el que están diseñados. Para lograr este objetivo, se emplea la herramienta en línea English Vocabulary Profile. En segundo lugar, se realizará un análisis y descripción del tratamiento didáctico de este contenido léxico para poder valorar si, al editar los volúmenes, se han tenido en cuenta las recomendaciones pedagógicas del MCERL. Los resultados de este estudio muestran que en términos generales el vocabulario clave de estos manuales se corresponde con el nivel al que están dirigidos y que, en conjunto, presentan un elevado número de actividades para trabajar la competencia léxica del alumnado, de las cuales algunas reflejan las recomendaciones pedagógicas del MCERL. ABSTRACT In recent decades, research on corpus linguistics has played a key role in describing the lexicon that is most frequently used by native speakers of English. In the field of ELT, this type of vocabulary is needed to develop students’ lexical competence, as claimed in the Common European Framework of Reference or Languages (CEFRL). In fact, this reference for EFL teachers and material designers includes the degree of vocabulary range and vocabulary control that each student must achieve at each level of linguistic competence (A1 to C2). Nonetheless, some studies have stated the lexical component of textbooks is not equivalent to the CEFRL level for which they are planned. Therefore, the goal of this paper is twofold. On the one hand, the objective is to find out whether the lexical content included in two EFL textbooks used at the Escuela Oficial de Idiomas in Santander equates to the CEFRL level for which they have been designed. This will be done by means of the tool English Vocabulary Profile. On the other hand, the study aims to evaluate and describe the pedagogical treatment of the lexical content in these books. This treatment is then compared to the pedagogical recommendations provided by the CEFRL to find out whether these have been taken into account in the two textbooks. The results show that most keywords in the two textbooks are appropriate according to their target CEFRL level. Finally, the study includes a large number of vocabulary-based activities, some of which reflect the CEFRL pedagogical recommendations with a view to developing students’ lexical competence. Máster en Formación del Profesorado de Educación Secundaria

En didáctica de lenguas extranjeras, contamos con una larga tradición que engloba una gran cantidad de enfoques y metodologías. No obstante, la transición entre un enfoque y otro no es siempre sencilla. Ya hace casi dos décadas que el Marco Común Europeo de Referencia para las Lenguas estableció las bases que esbozan una nueva perspectiva que busca adaptarse a las nuevas exigencias y cambios de nuestra época. Esta perspectiva llamada accional está fundada en la acción social y se considera un enfoque sensato y rico en posibilidades. Nosotros nos preguntamos entonces si esta perspectiva de la co-acción está aplicada en un manual de FLE moderno y cómo ella es empleada. Universidad Pedagógica Nacional de Colombia Université de Nantes Magister en Enseñanza de Lenguas Extranjeras Maestría In didactics of foreign languages teaching, we have a big tradition covering a varied quantity of approaches and methodologies. However, the transition between an approach into another is not always evident. Soon, it would be two decades since the Common European Framework of Reference for Languages has put the bases that outlines a new approach looking for adjusting to the new demands and present changes of our time. This approach called action-oriented is based on social action and claims to be a reasonable approach, besides rich in possibilities. We wonder if this action-oriented approach is used in a FFL modern text-book and how it is applied.

Avec la globalisation poussée du monde actuel, de nouveaux enjeux ont émergé autour de l'évaluation de la compétence orale, dans laquelle la composante phonique tient une place prépondérante. Dans cette contribution, nous proposons une réflexion autour des notions d'intelligibilité – objectif annoncé de l'enseignement/apprentissage de la prononciation aujourd'hui – et de parole accentuée, au regard de leur utilisation dans le descripteur de la compétence phonologique du CECRL, récemment remanié. Si cette révision constitue indéniablement une amélioration, la capacité à dissocier « force de l’accent » et « intelligibilité » nécessite néanmoins un effort important à fournir en termes de formation des enseignants et évaluateurs. In an increasingly globalised world, new challenges have emerged relating to the evaluation of oral language competence. The phonetic component holds a dominant place here, and this paper constitutes a reflection around two notions, i.e. intelligibility – an upcoming objective of modern pronunciation teaching –, and accented speech, in light of their place and usage in the descriptor of phonological competence in CEFRL (Common European Framework of Reference for Languages). We compare the old and the recently revised version of the descriptor, and although the latter undeniably constitutes an improvement, much work still needs to be done when it comes to pronunciation and the training of teachers and assessors.

TEZ12232 Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2019. Kaynakça (s. 180-188) var. xix, 215 s. :_tablo ;_29 cm. Bu çalışmanın amacı yabancı dil olarak Türkçe öğrenen Suriyeli sığınmacı öğrencilerin Diller İçin Avrupa Ortak Başvuru Metni (OBM) yeterlik düzeylerine göre temel seviye yazma becerisi bakımından durumlarının ortaya konulması ve Suriyeli sığınmacı öğrencilere yabancı dil olarak Türkçe öğreten öğreticilerin temel seviye yazma becerilerine yönelik görüşlerinin belirlenmesidir. Yabancı dil olarak Türkçe öğrenen Suriyeli sığınmacı öğrencilerin, OBM’de belirtilen temel düzey yazma becerisi betimleyici hedeflerine ulaşma düzeylerinin ne durumda olduğu, yazılı anlatımlarındaki dil kullanımı bakımından durumlarının ne şekilde olduğu, yazılı çalışmalarında ne tür yanlışlar yapıldığı ve yazma sürecini etkileyen ne tür durumlar yaşandığı gibi soruların cevabına ihtiyaç duyulmaktadır. Bu araştırmada, OBM yeterlik düzeylerine göre temel seviye (A1-A2) yazma becerisi bakımından Suriyeli sığınmacı öğrencilerin ve öğreticilerin değerlendirmeleri, yazma faaliyetleri betimleyici hedeflerine dair öğrenci yazılı anlatımlarının dil kullanım durumları ve yazılı anlatımlarında yapılan yanlış türleri ile öğreticilerin temel seviye yazma becerisine yönelik görüşleri ortaya konulmuştur. Araştırmada veri toplama araçları olarak öğrenci ve öğreticilere yönelik anket, öğrenci yazılı dokümanları, yazılı dokümanları değerlendirmede kullanılan dereceli puanlama anahtarı ve yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmada öğretici ve öğrencilerden elde edilen nicel veriler, yazılı dokümanların içerik analizleri ile öğreticilerin temel seviye yazma becerisine yönelik görüşlerini belirlemeye yönelik nitel veriler birlikte kullanıldığı için karma yöntem kullanılmıştır. A1 düzeyinde “Yazılı biçimde şahsi (kişisel) bilgileri isteyebilir/iletebilir.” ve “Kısa ve basit bir biçimde kartpostal yazabilir.” betimleyici hedeflerinde öğrencilerin yarısının hedeflere ulaşabildiği, diğer hedeflere ise öğrencilerin çoğunluğunun ulaşabildiği sonucuna ulaşılmıştır. A1 düzeyinde öğrencilerin çoğunun dil bilgisi kurallarına kısmen uyduğu, çok azının yazım kurallarına uyduğu ve noktalama işaretlerini kullandığı sonucuna ulaşılmıştır. A1 düzeyinde tespit edilen toplam 529 yanlışın; 337’si yazım, 125’i noktalama, 31’i biçim bilgisi, 17’si sözcük bilgisi ve 19’u söz dizimi yanlışıdır. Yazımda büyük harf yazımı yanlışları, noktalamada eksik nokta kullanımı, biçim bilgisinde durum eki yanlışları, sözcük bilgisinde sözcük yanlış yazımı ve söz diziminde ise yüklem yanlışları yapıldığı tespit edilmiştir. A2 düzeyinde, “Hayat şartları (Yaşam koşulları) /İş ile ilgili üç beş basit cümle yazabilir”, “Aile/Eğitim ile ilgili üç beş basit cümle yazabilir”, “Şahsi tecrübeler (Kişisel deneyimler) /Geçmiş faaliyetler hakkında çok kısa ve basit tasvirler yazabilir”, “Kendi çevresi hakkında birbirine bağlı cümleler yazabilir”, “Teşekkür etmek/Özür dilemek için basit şahsi mektup yazabilir” ve “Kısa bir metin içindeki anahtar (önemli) sözcükleri yeniden yazabilir” betimleyici hedeflerinde öğrencilerin yarısından daha azının bu hedeflere ulaşabildiği sonucuna ulaşılmıştır. A2 düzeyinde öğrencilerin çoğunluğunun dil bilgisi ve yazım kurallarına kısmen uyduğu, büyük çoğunluğunun noktalama işaretlerini kullanmadığı sonucuna ulaşılmıştır. A2 düzeyinde yapılan toplam 660 yanlışın; 377’si yazım, 177’si noktalama, 31’i biçim bilgisi, 29’u sözcük bilgisi ve 46’sı söz dizimi yanlışıdır. Yazımda büyük harf yazımı yanlışları, noktalamada eksik nokta kullanımı, biçim bilgisinde durum eki yanlışları, sözcük bilgisinde sözcük yanlış yazımı ve söz diziminde ise yüklem yanlışları yapıldığı tespit edilmiştir. The aim of this study is to determine the status of the Syrian refugee students who learn Turkish as a foreign language in terms of basic level writing skills according to the Common European Framework of Reference for Languages (CEFRL) competence levels and to determine the opinions of the Turkish language teaching teachers to the basic level writing skills. Syrian refugee students who learn Turkish as a foreign language are at the level of achieving the basic level descriptive objectives stated in the CEFRL, how they are in terms of language use in their written expressions, what kind of mistakes are made in their written studies and what situations affect the writing process, the answers to the such questions are needed. In this study, evaluations of Syrian asylum students and teachers in terms of basic level (A1-A2) writing skills according to CEFRL proficiency levels, language usage status of student written expressions about descriptive objectives of writing activities, wrong types of written expressions and opinions of teachers about basic level writing skills are revealed. The questionnaire for students and teachers, semi-structured interview form, student written documents and rubric used to evaluate written documents were used as data collection tools in the study. The use of the content analysis of the written documents and the qualitative data to determine the opinions of the teachers about the basic level writing skills and the quantitative data obtained from the teachers and students show that the mixed method was used in the research. At the A1 level, it was concluded that only half of the students could reach the descriptive goals such as “Can request / transmit personal information in written form.” and “Can write a short and simple postcard.” and the majority of the students could reach the other goals. At the A1 level, it was concluded that most of the students partially follow the rules of grammar, very few of them follow the spelling rules and the students used punctuation. A total of 529 errors detected at A1 level; 337 are spelling, 125 are punctuation, 31 are morphology, 17 are vocabulary and 19 are syntax errors. It was determined that capitalization in spelling mistakes, lack of dot usage in punctuation, suffixes mistakes in morphology, misspelling in vocabulary, and predicate mistakes in syntax were made. At A2 level, it was concluded that less than half of the students achieved “Can write three simple sentences about life conditions / work”, “Can write three simple sentences about family / education”, “Can write very short and simple descriptions about personal experiences / past activities”, “Can write interconnected sentences about his environment”, “Can write a simple personal letter to thank / apologize” and “Can rewrite key (important) words in a short text” goals. At the A2 level, it was concluded that the majority of the students partially followed the grammar and spelling rules and the majority of the students did not use punctuation. A total of 660 mistakes made at A2 level; 377 are spelling, 177 are punctuation, 31 are morphology, 29 are vocabulary and 46 are syntax errors. It was determined that capitalization mistakes in spelling, missing dot usage in punctuation, suffix mistakes in morphology, word spelling mistakes in vocabulary and predicate mistakes in syntax were made.

The Ministry of Education (MINEDUC) bases the instruction of English in Chile in the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL), however its guidelines have not been systematically considered in the practice of creating instructional material in the EFL context of this country. To analyze this issue, this article presents the comparison of the vocabulary about Teaching English to Speakers of Other Languages (TESOL) used in the CEFRL and the English textbooks used in Chile regarding the categories of curriculum design, language teaching methodology and language assessment. The methodology was mixed, not experimental, cross-sectional and descriptive, including the analysis of the CEFRL document and the 8 English textbooks used in Chile in the public sector. Firstly, the data was compared quantitatively using the software Nvivo9 and later some key words (learners / students - teachers) were analyzed quantitatively in terms of frequency and qualitatively using collocations. Results suggest that similar vocabulary is used in both, the CEFRL and Chilean textbooks in terms of “language teaching methodology” (36% and 33% respectively), but it varies highly in the category of “curriculum design” (22% and 48% respectively) and mostly in “language assessment” (42% and 19% respectively) while showing different frequencies in the key words and their associated verbs between “students” (1,33%) and “teacher” (0,18%). These results show a constructivist approach in both, but with a minor behaviorist aspect especially in textbooks, indicating relevant differences in the emphasis and coherence between different areas of the instruction. Resumen El Ministerio de Educación (MINEDUC) fundamenta la instrucción de la enseñanza del Inglés, en Chile, en el Marco Común Europeo de Referencia para las Lenguas: Aprendizaje, Enseñanza, Evaluación (MCER), sin embargo, sus directrices no han sido sistemáticamente consideradas en la práctica de crear material instruccional en Inglés en este país. Para analizar esta problemática, este artículo presenta la comparación del vocabulario sobre la enseñanza del Inglés para aprendices de otras lenguas (TESOL siglas en Inglés), usado en el MCER, y los libros de texto empleados en relación con las categorías de diseño currícular, metodología de la enseñanza del idioma y evaluación de la competencia lingüística. La metodología fue mixta, no experimental, transversal y descriptiva, en la cual se incluyó el análisis del MCER y de los 8 libros de Inglés utilizados en el sector público durante el año 2011. Primero, los datos fueron comparados cuantitativamente mediante el software Nvivo9 y posteriormente fueron analizadas de manera cuantitativa (frecuencias) y cualitativa (colocaciones) algunas palabras clave (aprendiz / estudiante - profesor/a). Los resultados sugieren que se usa vocabulario similar en ambos corpus (MCER y libros de texto) en términos de metodología (36% y 33% respectivamente), pero varía altamente en currículo (22% y 48% respectivamente) y mayormente en evaluación (42% y 19% respectivamente) ello muestra diferentes frecuencias en las palabras claves y los verbos asociados entre “aprendiz-estudiante” (1,33%) y “profesor/a” (0, 18%). Estos resultados muestran un acercamiento constructivista, aunque con aspectos conductistas, especialmente en los libros de texto, lo cual evidencia diferencias relevantes en el énfasis, y coherencia entre las áreas de conocimiento.

This article discusses the role of dictionary skills in language learning as part of professional reference skills and as life-long language learning skills. It advocates for the integration of these skills in the language teaching and assessment cycle in a systematic way. Drawing on Nesi’s (Dictionaries in language learning. Recommendations, national reports, and thematic reports from the TNP sub-project 9: dictionaries, 1999) and Lew’s (Electronic lexicography in the 21st century: thinking outside the paper, 2013a) stages of dictionary use skills, it suggests that assessing dictionary skills is necessary if we want to study and analyze these skills in dictionary users under a common framework. Research on the use of dictionary skills in different countries and under several situations as well as responding to different reference needs can only be systematized if dictionary skill assessment is carried out under the same general assessment criteria. Several dimensions for assessing dictionary skills are considered.

International audience; In today’s globalized world, it seems necessary, or even indispensable for the teaching/ learning of foreign languages to be based on international standards proposed by the Common European Framework of Reference for Languages (CEFRL). The present article deals with issues of integration of the CEFRL in the Vietnamese context by analyzing the results of a study of training programs at six universities specializing in foreign languages, which are based in three regions of the country (Northern, Central and Southern Vietnam).Despite some positive changes and the dynamism characteristic of the approach, a mechanical and rigid introduction of CEFRL in foreign-language universities in Vietnam has actually caused several problems. These include (1) the inconsistency betweenthe levels established by the CEFRL and the organization of teaching/learning; (2) the risk of teaching/learning becoming too “utilitarian” and too function-oriented and (3) excessive attention given to the evaluation and assessment of linguistic knowledge andof performance level rather than on the ability to use various resources as well as to long-term process of competence development.The study results show some possible ways for the development of a referential frame for learning/teaching French in Vietnam.; Dans la mondialisation actuelle, un processus d’enseignement/apprentissage des langues étrangères conforme aux normes internationales proposées par le Cadre Européen Commun de Référence pour les langues (CECRL) s’avère nécessaire, voire indispensable. Le présent article traite des enjeux de l’intégration du CECRL au contexte vietnamien en analysant les résultats d’une étude des programmes de formation de six universités de langues étrangères réparties sur trois zones géographiques (nord, centre,sud) du Vietnam.Malgré quelques dynamismes et changements favorables, l’intégration mécanique, rigide du CECRL dans certaines universités de langues étrangères vietnamiennes, à vocation fortement professionnalisante, pourrait provoquer, et a effectivement provoqué,plusieurs problèmes : 1/ l’incohérence entre la progression des niveaux du CECRL et l’organisation de l’enseignement/apprentissage ; 2/ le risque d’un enseignement/ apprentissage trop « utilitaire », trop fonctionnel et 3/ une évaluation davantage centréesur la vérification des savoirs linguistiques, sur le degré des performances au moment de l’évaluation que sur la mobilisation des ressources ainsi que le processus de développement des compétences de l’apprenant tout au long de son apprentissage, etc.Les résultats de l’étude nous ont ouvert des pistes de réflexions pour l’élaboration d’un document de référence réservé aux étudiants, vietnamiens entre autres, en FLE.

The relevance of foreign languages within educational systems is indisputable. They have become a key element on account of globalisation, new technologies and the arrival of the so-called Communication Era. Governments and educational centres, motivated by the pressure of the labour market and the very interest of educational agents (teachers, families, students), have been crucial to make of this field a prominent axis of educational projects. In an increasingly global and competitive society, the external evaluation of languages has been established to validate the quality of educational systems and to provide students with certificates and diplomas which grant access to different educational institutions, international mobility or the labour market itself. In particular, this Master’s Dissertation analyses the DELF-DALF diplomas (Diplôme d’Études de Langue Française and Diplôme Approfondi de Langue Française). These certifications are organised by the French Ministry of Education through the CIEP (Centre International d’Études Pédagogiques) and have been adapted to the Common European Framework of Reference for Languages (CEFRL). The interest of this work is to analyse how language proficiency is evaluated and certified by external institutions within multilingual environments. We thoroughly examine the evaluation method of these diplomas regarding their evaluation rubrics, descriptors and format so as to extract some of the specific circumstances that may influence the linguistic performance of bilingual speakers. The author, teacher of French as a foreign language and corrector-examiner of DELF-DALF diplomas, performs a theoretical analysis according to the foundations of the exams, the linguistic features of bilingual speakers and the public-domain correction criteria of the DELF-DALF diplomas.

Language exams to certify language level according to the CEFRL are becoming increasingly more important in the Spanish educational system. An example of this is the recent educational legislation published by the Canarian Educational Board regarding an increase in the frequency of these types of exam in secondary schools. This article exemplifies the differences in teaching for exams and teaching general language classes and argues for specific teacher training in this field. Language exams to certify language level according to the CEFRL are becoming increasingly more important in the Spanish educational system. An example of this is the recent educational legislation published by the Canarian Educational Board regarding an increase in the frequency of these types of exam in secondary schools. This article exemplifies the differences in teaching for exams and teaching general language classes and argues for specific teacher training in this field.

L'Étude Européenne des Compétences en Langues ou ESLC (European Study of Language Competencies) a collecté des données sur les compétences en langues étrangères des élèves et sur les contextes d'apprentissage dans 16 systèmes éducatifs européens. Cette étude se base sur le Cadre européen commun de référence pour les langues (CECRL) : elle évalue les pourcentages d'élèves qui atteignent les différents niveaux du CECRL. La population visée est constituée des élèves d'une année de l'enseignement secondaire qui étudient la langue cible depuis au moins une année scolaire complète. Cette contribution présente les résultats de l'étude en ce qui concerne la compréhension à la lecture et l'expression écrite en allemand, anglais et français. Les réponses des professeurs à un questionnaire permettent de décrire certaines de leurs pratiques, qui diffèrent selon la langue concernée, tout comme leurs liens avec les performances des élèves. The European Survey on Language Competences or ESLC collected data on students' foreign language competences and learning environments in 16 European education systems. This study is based on the Common European Framework of Reference for Languages (CEFRL): it assesses the percentage of students who reach the different levels of the CEFR. The target population consists of students from one grade of secondary education who study the target language for at least one full school year. The paper presents the results of the study with regard to reading comprehension and writing in German, English and French. The responses of the teachers to a questionnaire make it possible to describe some of their practices, which differ according to the language concerned, just like their links with the performances of the students.

This paper contributes to an assessment of the role of grammatical knowledge in the definition of the CEFR (Common European Framework of Reference) levels of reference and to a discussion of the relation of the knowledge of grammar in the definition of proficiency in French as a second language. The first part is a summary of the findings about the acquisition of French morphosyntax with special emphasis on nominal and verbal groups. The second part looks at possible correlation between these results and the CEFR. The rationale is that the six levels defined in the CEFR do not imply an even split in the acquisition process or the curriculum. Some levels will take longer and require more instruction for the learner to move beyond than others. We will also argue that the sum of pragmatic and linguistic skills needed to achieve communicative success at each level makes it difficult, if not impossible, to find lexical and grammatical means that would characterize only one level.

Much of the syllabus in Applied Foreign Language (LEA) departments in French universities is devoted to LSP (Languages for Specific Purposes), especially language for business. We were aware of the lack of valid data concerning the level of the students’ language, both on arrival at the university and upon completion of their Bachelor’s degree. We noticed a discrepancy between the level expected of the students by the ministry (B2 according to the CEFRL (on arrival, Goullier 2007) and the level which we observed in the classroom (A2-B1 on arrival), especially regarding oral production. The same ministerial texts specify C1 on graduation, but what tools are available to measure our students’ oral production? In this paper, we will present the Ello project (Étude longitudinale sur la langue orale) which compares self-, peer and expert assessment of oral production in English (video recordings) for an entire cohort over three years. The results of these assessments, together with the data obtained from questionnaires and interviews, enable us to explore the concepts of success and failure of our students. Une grande partie du programme dans un département de Langues étrangères appliquées (LEA) est consacrée aux langues de spécialité, principalement à la langue des affaires. Nous avons remarqué que nous n’avions pas de données fiables sur le niveau en langues des étudiants, ni à leur arrivée en L1, ni à leur sortie en fin de Licence. Nous avons constaté un décalage entre le niveau attendu par le ministère (B2 selon le CECRL à l’entrée en L1, Goullier 2007) et le niveau que nous avons ressenti en classe (A2-B1 à l’entrée en L1), surtout en ce qui concerne la production orale. Selon les mêmes textes, réussir une Licence LEA nécessite le niveau C1, mais quels outils de mesure adopter pour évaluer les compétences des étudiants à l’oral ? Afin d’explorer les notions de réussite et d’échec et leur perception par les étudiants, nous proposerons une analyse des résultats du projet Ello (Étude longitudinale sur la langue orale). Le projet consiste en la constitution et l’analyse d’un corpus de productions orales en anglais d’une promotion sur trois ans fait d’enregistrements vidéo qui sont soumis à l’auto-évaluation, l’hétéro-évaluation et l’évaluation par des experts.

International audience; The article aims at analysing the various perceptions of success and failure in LSP among language policy agents. Do they have a homogeneous view of success and failure? How coherent is each agent’s vision? The corpus is composed of positions of the Council of Europe, of the French State and of student unions. It appears that for each examined agent, the notions of success and failure are complex and ambiguous. The fact of considering that a learner has succeeded, or failed, has consequences on every other LSP agent as part of a complex system. This emphasises the difficulty of assessing for both teachers and students, as well as teachers’ social responsibility. The article eventually shows the interest of micro-level studies of LSP agents’ conceptual differences to account for the dynamics of macro-level language policies.; Le présent article vise à analyser les différences de perception de ce qu’est la réussite et l’échec en LSP parmi les agents de politique linguistique. Ont-ils du succès et de l’échec une vision homogène ? Quelle est la cohérence de cette vision chez chaque agent ? Le corpus se compose de positions du Conseil de l’Europe, de l’État français et de syndicats étudiants. Il apparaît que pour chaque agent examiné, les notions de réussite et d’échec en LSP sont complexes et ambiguës. Le fait de considérer qu’un apprenant de LSP a réussi, ou échoué, entraîne des conséquences sur tous les autres acteurs des LSP considéré comme système complexe. Ceci est révélateur de la responsabilité sociale de l’enseignant et de la difficulté de l’acte d’évaluer, et de s’évaluer. L’article se conclut sur l’intérêt d’étudier les écarts au niveau micro dans la conceptualisation des acteurs des LSP pour comprendre la dynamique des politiques linguistiques au niveau macro.

Évaluer l’apprentissage des langues par la pratique théâtrale dans le cadre institutionnel des curricula, c’est solliciter les outils fournis par le Cadre européen commun de référence pour les langues (CECRL). Mais c’est aussi intégrer les critiques portées sur ses usages standardisés, depuis sa publication il y a plus d’une décennie. Quelles difficultés et quels infléchissements méthodologiques anticiper pour concevoir une évaluation de ces pratiques langagières d’après les catégories d’évaluation extraites du CECRL ? Dans le cadre de cet article, nous nous limitons à l’examen de deux de ces catégories : celle des niveaux de compétences et celle des activités langagières. Nous analysons comment le double cadre méthodologique de cet enseignement, à la fois issu de la didactique des langues et des études théâtrales, peut orienter l’adaptation de ces catégories. Assessing language acquisition through the practice of theatre within the institutional framework of a curriculum is of course drawing upon the tools of Common European Framework of Reference for Languages (CEFRL). However it is also a way to address the criticism raised during the 10 years since the CEFRL’s inception about its standardized usages. What difficulties and methodology adjustments should one anticipate when conceiving an evaluation of these language performances within the assessment categories of the CECRL? Within this article we have limited our review to 2 of those categories: the levels of proficiency and the language activities. We will analyse the way the combination of two methodology frameworks of this approach, the one coming from the second language acquisition (SLA) and the one from the theatrical studies, influence the adjustment of these categories.

If Jean-Jacques Rousseau’s radically innovative proposals for learning and teachning in tle 18th century nourished educational thought for two centuries, why did they collapse in the middle of 20th century with the development of Communicative and Action-oriented approaches, and, in their wake, the Common European Framework of References for Languages ? Or, alternatively, did these newer models of knowledge acquisition replay in some fashion or another the ideas contained in Rousseau’s Emile, or On Education ?Could it be that Rousseau’s fiction tell us about certain continuities and discontinuities in the Western intellectual tradition of educational thought since Plato ? If contemporary discussions of learning acquisition differ radically in Kantian terms of their ends, there are certain conditions necessary for vocational training to be transformed into life-skills (savoir-être).On the other hand, Rousseau’s Essay on the Origin of Languages asked a question to which contemporary linguists have been unable to give an adequate answer : does human language exists in order to express needs and thoughts ? Neither Rousseau, nor Saussure long after him, believed so. Lacan claimed that language serves another purpose besides communication. Others, writers and poets for example, regularly use language to say things otherwise unknown but recognizable nevertheless. Does this make language use’s purpose reducible to a form of expertise, or know-how (savoir-faire) ?In its rush to turn the pages of history, pedagogical approaches (notably Foreign Language Teaching and French Foreign Language programs) have deprived educational instructors of visionary aspects of Rousseau’s ideas about theses issues. This study shows their relevance to contemporary linguistic concerns.; Si les propositions proprement révolutionnaires de l’apprendre comme de l’enseigner de J.-J. Rousseau au XVIIIe siècle ont pu alimenter toute la pensée de l’éducation pendant près de deux siècles, se seraient-elles effondrées au milieu du XXe siècle avec l’arrivée des Approches communicatives, Perspective actionnelle et Cadre européen commun de références pour les langues dans leur prolongement ? Ou bien, ces nouveaux modèles d’apprentissage rejouent-ils Emile ou de l’éducation ? Se pourrait-il que cette fiction nous informe du continuum et de la rupture avec la Tradition éducative occidentale depuis Platon ? car si Emile annonce l’apprenant d’aujourd’hui, ils se séparent radicalement quant à leur « destination » (Kant). Il est en effet des conditions pour que le métier d’homme, se transforme en savoir-être.De son côté, l’Essai sur l’origine des langues rousseauiste pose une question qui, même sondée par la linguistique, reste toujours en suspens. Le langage des hommes leur servirait-il à exprimer leurs besoins et leurs pensées ? Rousseau n’y croit pas, Saussure non plus, d’aucuns (Lacan pour principal) avance même que la langue sert à tout autre chose qu’à la communication, et d’autres, écrivains et poètes, lui font dire des choses insoupçonnées qu’on reconnaît cependant. Serait-elle néanmoins réductible à un savoir-faire par tout le monde ?A vouloir vite tourner les pages de l’histoire, la didactique (DLE et FLE notamment) se prive d’un illustre ancêtre qui pourtant voyait loin. Cette étude se propose d’y retourner.

International audience; The University of Strasbourg is currently engaged in setting common second language learning objectives for all its teaching departments. Language certifications are at the heart of all discussions. What should be the final language outcomes for students when finishing their degrees and, just as importantly, in the light of the CEFRL, what sets of practices should be adopted to validate competences in language for specific purposes? Our study will focus on various French for Academic Purposes classes offered to foreign students enrolled at the University of Strasbourg. Interviews with heads and teachers of various language centers will outline the content of such classes and the CEFRL-based-evaluations available to foreign students.; À l'heure de la mise en place d'une politique des langues commune pour le secteur Langues pour spécialistes d'autres disciplines (LANSAD) de l'Université de Strasbourg, la question des certifications est au centre des préoccupations. Quel niveau exiger en fin de parcours universitaire, et comment valider des niveaux de compétences en langue sur objectifs spécifiques tout en s'appuyant sur les principes du Cadre européen commun de référence pour les langues (CECRL) ? Notre regard se portera sur les mobilités entrantes et les dispositifs accompagnant les étudiants étrangers à l'Université de Strasbourg. Nous présenterons les résultats d'entretiens avec des intervenants en FOU concernant le contenu des parcours qu'ils proposent dans différentes disciplines et les validations s'appuyant sur des descripteurs du CECRL qui y sont associées.

Modern foreign language teaching approaches emphasize intercultural competence as equally important as communicative language competences (CEF 2011). Thus, there is still no unique theoretical model of interculturalism, intercultural teaching or intercultural competence (eg. Byram 1997, Kramsch 1998, Hu 1995, Goebel & Hesse 2004) and the intercultural concepts can be implemented in language course in various ways. This paper deals with interculturalism in a specific type of a language course: an e-learning course. It investigated the applicability of different theoretical models of interculturalism to an e- learning course of Croatian as a second language HiT-1 (Cvikic, Bosnjak, Kolakovic, 2012) in relation to the technical characteristics of e- learning, course main objectives and student’s needs. It will be also discussed how the intercultural content was implemented in the course, as well as the level of students’ intercultural competence after finishing the course.

Europske jezične politike potiču samostalnost u učenju stranih jezika, budući da je ona prepoznata kao učinkovit čimbenik uspješnosti ovladavanja stranim jezikom. Svrha je ovoga rada istaknuti poveznicu između samostalnosti u učenju stranih jezika i alata europske jezične politike za razvijanje glavnih obilježja samostalnosti u učenju odnosno Zajedničkog europskog referentnog okvira (ZEROJ) i Europskog jezičnog portfolija (EJP). U radu se detaljno prikazuju glavna obilježja samostalnosti u učenju stranih jezika, uloga učenika i nastavnika u samostalnom učenju stranih jezika te struktura, cilj i svrha ZEROJ-a i EJP-a. Zaključuje se kako ZEROJ potiče samostalnost u učenju koja se očituje u samovrednovanju učenika, samostalnom utvrđivanju ciljeva učenja, samostalnom odabiru i korištenju jezičnim materijalima te isticanju važnosti uporabe stranih jezika., The European language policy promotes learner autonomy in foreign language learning, since it is an important factor in successful foreign language acquisition. The aim of this paper is to demonstrate the link between learner autonomy in learning foreign languages and European language policy tools for developing key features of learner autonomy, such as the Common European Framework of Reference for Languages (CEFRL) and the European Language Portfolio (ELP). This paper presents in detail the main features of learner autonomy in foreign language learning, the roles of students and teachers in learner autonomy and the structure and purpose of CEFRL and ELP. It is our conclusion that CEFRL encourages learner autonomy in areas of self-evaluation, autonomous setting of learner goals, choice and usage of language materials and emphasis on the importance of foreign language use., Die europäische Sprachenpolitik fördert autonomes Fremdsprachenlernen, weil dies einen wichtigen Faktor beim erfolgreichen Fremdsprachenerwerb darstellt. Das Ziel dieser Arbeit ist die Erläuterung des Zusammenhangs zwischen der Lernerautonomie beim Fremdsprachenlernen und den Tools der europäischen Sprachenpolitik für die Förderung der konstituierenden Merkmale beim autonomen Fremdsprachenlernen. Diese Tools sind der Gemeinsame Europäische Referenzrahmen für Sprachen (GER) und das Europäische Sprachportfolio (ESP). In dieser Arbeit wird auf die Hauptmerkmale des autonomen Fremdsprachenlernens, die Schüler- und Lehrerrolle beim autonomen Fremdsprachenlernen sowie das Ziel des Gemeinsamen Europäischen Referenzrahmens für Sprachen (GER) und des Europäischen Sprachportfolios (ESP) eingegangen. Folgende Schlussfolgerung konnte anhand der Arbeit gezogen werden: GER fördert autonomes Fremdsprachenlernen, was sich im Bereich der Schülerselbstbewertung, der Selbstsetzung der Lernziele, der selbständigen Auswahl und des selbständigen Gebrauchs der Sprachmaterialen sowie der Hervorhebung der Bedeutung des Fremdsprachengebrauchs widerspiegelt.

International audience; This article proposes to portray the different steps of a learning scenario created for students enrolled in the first year of the Grenoble law school who chose English as a foreign language as part of their curriculum. The court room extract that can be found in the film Vera Drake may be used as resource material to be copied according to the pedagogic strategy which aims at creating authentic tasks for the learner in English for Specific Purposes (ESP). The students are required to perform a task coherent with their professional goal, that is to say, they will be expected to act a prominent scene from a criminal trial. This article will describe how the scenario is led by the necessity to perform meaningful tasks using the target language and also uses an article taken from the Times, law supplement, as a "legal words" tool box and inspiration to create the denunciative context necessary to perform the play.; Cet article propose de décrire les activités d'un scénario pédagogique, réalisé pour des étudiants de première année de droit de la faculté de Grenoble dans le cadre de l'apprentissage de l'anglais de spécialité. L'adstrat professionnel juridique que l'on trouve dans le film Vera Drake peut servir de support dans une démarche de pédagogie de projet qui vise l'authenticité de tâches menées par les étudiants, à savoir la mise en scène d'une étape d'un procès au pénal selon le modèle de l'adstrat professionnel. L'article montrera comment le projet, piloté par l'objectif d'appropriation de la langue et culture de spécialité, utilise dans un second temps le document authentique, un article du Times, puisé dans la rubrique " law supplement ", comme outil lexical et de création de contexte énonciatif pour réaliser la tâche finale.

Dissertação de Mestrado em Estudos Francófonos apresentada à Universidade Aberta Na era da globalização em que o poder de comunicação é um facto incontestável, o desenvolvimento da competência comunicativa no aluno é comumente reconhecido como um objectivo fundamental. O ensino/aprendizagem das línguas estrangeiras, e no caso que nos prende do Francês língua estrangeira (FLE), não visa somente o domínio de um código linguístico, requer indiscutivelmente um trabalho a nível das outras competências, nomeadamente, da competência (inter)cultural. Ensinar ou aprender o FLE é: abraçar uma cultura diferente da sua; interagir; descobrir o Outro; aprender a conhecê-lo e aceitá-lo como é; ter consciência da relatividade dos seus pontos de vista; compreender que este processo permite descobrir-se e ampliar seus horizontes a fim de viver plena e harmoniosamente com a alteridade e a diversidade. A aula de FLE, espaço partilhado por pessoas, simultaneamente similares e diferentes, é um momento privilegiado de encontro de culturas onde devem ser criadas condições para a realização deste desiderato. Estas questões vão estar no centro do nosso trabalho. Assim, depois de explorar a evolução dos conceitos relacionados com a cultura e a problemática intercultural, examinaremos a perspectiva (inter)cultural presente no Quadro Europeu Comum de Referência para as Línguas, nos textos oficiais portugueses para o Ensino em dois manuais de FLE desse nível. Concluiremos com uma análise das percepções de professores sobre a influência do QECRL, em Portugal, e a importância da dimensão (inter)cultural no domínio do ensino do FLE. In the globalization era, in which the power of communication is an uncontestable fact, the development of the language learner’s communicative competence is commonly recognized as a fundamental goal. The process of teaching / learning foreign languages, and in this specific case the learning of French as a Foreign Language (FFL), doesn’t only aim at the linguistic code mastery, it undeniably requires a work at the level of the other competences,especially the (inter)cultural competence. FFL teaching or learning is: to embrace a different culture; to interact; to discover the Other; to learn how to know it and to accept it as it is; to be conscious of the relativity of the language learner’s own viewpoints; to understand that this process allows a self-acknowledgement and enhances the language learner’s horizons to fully and harmoniously live with the otherness and the diversity. The FFL class, a space shared by people, simultaneously similar and different, is a privileged moment of cultures encounter, in which the conditions to allow the accomplishment of this desideratum are created. These matters are going to be the focus of our work. Therefore, after exploring the evolution of the concepts related with culture and intercultural problems, we will examine the (inter)cultural perspective presented by the Common European Framework of Reference for Languages (CEFRL) in the official Portuguese texts for the Primary Education and in two FFL textbooks for this specific level. We will conclude with an analysis of teachers’ perceptions on the influence of the CEFRL in Portugal, and the importance of the (inter)cultural dimension in the FFL teaching domain. A l’ère de la mondialisation où le pouvoir de la communication est un fait incontestable, le développement de la compétence de communication chez l’apprenant est un objectif communément reconnu comme fondamental. L’enseignement/apprentissage des langues étrangères, et dans le cas qui nous intéresse du Français langue étrangère (FLE), ne vise pas seulement la maîtrise d’un code linguistique, mais requiert incontestablement un travail au niveau des autres compétences, nommément, la compétence (inter)culturelle. Enseigner ou apprendre le FLE, c’est : embrasser une culture autre que la sienne ; interagir ; découvrir l’Autre ; apprendre à le connaître et à l’accepter tel qu’il est ; prendre conscience de la relativité de ses points de vue ; comprendre que ce processus permet de se découvrir et d’élargir ses horizons pour vivre pleinement et harmonieusement avec l’altérité et la diversité. Le cours de FLE, espace partagé par des personnes, à la fois similaires et dissemblables, est un moment privilégié de rencontre de cultures où doivent être créées les conditions pour atteindre ce desideratum. Ces enjeux seront au coeur de notre travail. Ainsi, après avoir abordé l’évolution des concepts liés à la culture et la problématique interculturelle, nous examinerons la perspective (inter)culturelle présente dans le Cadre européen commun de référence pour les langues, dans les textes officiels portugais pour l’enseignement de Base dans deux manuels de FLE de ce niveau. Nous clôturerons avec une analyse des perceptions des enseignants relativement à l’influence du CECRL au Portugal et à l’importance de la dimension (inter)culturelle dans le domaine de l’enseignement du FLE.

U Opatiji je 19. i 20. listopada održan međunarodni znanstveni skup u organizaciji IATEFL --- TEA SIG. Programski je bio zamišljen kao propitivanje uspješnosti upotrebe zajedničkoga europskoga referentnoga okvira u nastavi različitih stranih jezika, s otvorenim pozivom na kritičko promatranje rezultata.

In education today, a great number of language tests are available. These tests can be divided into different categories according to their features and function: placement tests, acquisition and progress tests, certification tests and aptitude tests. The POSILANG placement test offers many advantages. The test is conceived in accordance with the Common European framework of reference for languages (CEFR). It therefore complies with the majority of the parameters laid down in this official document and adheres to an action-oriented approach. POSILANG also benefits from being free of charge, readily available, reliable, interactive and authentic. The latter is achieved by using language taken from real life situations for the conception of items. The test has been designed for local use on the campus of Bordeaux University and takes into account the specificities of this environment. Its aim is to assess the competence level of secondary school leavers as they enter the higher education system. POSILANG is able not only to assess the overall language level of participants, but also the level in three separate areas of competence. It has a diagnostic function centered on pinpointing the weaknesses of students. The placement of students according to the different areas of competence enables teachers to form student groups with similar language levels, so as to address the specific instructional needs identified by the test., Il existe un nombre croissant de tests de langues sur le marché. Ces derniers se répartissent en plusieurs catégories selon leur forme et leur fonction: tests de positionnement, d’acquisition et de progrès, de compétence, de certification, tests diagnostiques et enfin tests d’aptitude. La conception du test de positionnement POSILANG, entièrement adossé au Cadre européen commun de référence pour les langues (CECRL), force à s’interroger sur le processus général d’évaluation des compétences en LVE, à définir ce que sont les bonnes pratiques, à explorer la compatibilité de l’approche communicative-actionnelle prônée par le Cadre avec le format automatisé. Les atouts visés par le dispositif sont la gratuité, la praticité, la fiabilité, l’accessibilité, l’interactivité ainsi que l’authenticité. L’élaboration des items doit tenir compte des usages situés de la langue dans des situations de communication réelles. Conçu localement, en intégrant la situation particulière du site universitaire bordelais, le test est prévu pour évaluer le niveau de compétences des bacheliers en anglais, accédant à l’Enseignement Supérieur. L’évaluation de la version pilote de POSILANG, menée dans le cadre de la présente recherche, montre que POSILANG permet bien de déterminer à la fois le niveau en langue global de candidats et leur niveau par domaine de compétence. Le test remplit aussi une fonction diagnostique, en pointant les lacunes des candidats. Le positionnement par domaines de compétences permet de créer différents groupes de niveaux aussi homogènes que possible pour les enseignements obligatoires d’anglais et pour remédier aux difficultés langagières repérées.