Search

De nombreuses recherches sur le bilinguisme des enfants issus de familles immigrées mettent en avant un vocabulaire plus réduit en L1 et L2 en comparaison des enfants monolingues (Zablit & Trudeau, 2008 ; Treffers-Daller et al., 2007). Cet article s’intéresse justement à l’accès au vocabulaire en turc (L1) et en français (L2) en production et en réception orales des enfants bilingues franco-turcs scolarisés en CP, CE2 et CM2 à l’école primaire en France, en comparaison avec leurs pairs monolingues français et turcs. Pour ce faire, le test allemand Wortschatz- und Wortfindungstest für 6- bis 10-Jährige (Glück, 2011) a été utilisé. Pour les bilingues, les résultats montrent un meilleur niveau en L1 en CP, ensuite une nette amélioration en L2 en CE2 et un écart plus rapproché entre les deux langues au CM2. Il a été également relevé dans leur répertoire linguistique des phénomènes d’interférence, d’interlangue ainsi que la transformation de la L1 avec des emprunts de la L2. Bien que le vocabulaire total des bilingues soit plus faible en CP, ce retard est rattrapé en CE2. De fortes et positives corrélations (Pearson et al., 1993) ont été constatées entre les langues : plus la L1 est maîtrisée, plus la L2 l’est aussi. Vocabulary access in L1 and L2 of French-Turkish bilingual children in France aged 6 to 10 years. Many researches on bilingualism of children from immigrant families show low is their vocabulary in L1 and L2 compared to their monolingual peers (Zablit & Trudeau, 2008; Treffers-Daller et al., 2007). This paper precisely focuses on vocabulary access in Turkish (L1) and French (L2) in oral production and comprehension of French-Turkish bilingual children at first, third and fifth grades at a primary school in France, in comparison with their monolingual French and Turkish peers. To do this, the German test Wortschatz- und Wortfindungstest für 6- bis 10-Jährige (Glück, 2011) was used. The results of bilinguals show a better level in L1 in the first grade and then a notable amelioration in L2 in the third grade and that the lexical gaps between the two languages is significantly reduced in the fifth grade. In the linguistic repertoire of bilinguals’, phenomena as interference, interlanguage as well as transformation of L1 with borrowings from L2 was observed. Although bilinguals’ total vocabulary is lower in the first grade, this delay is caught up in the third grade. According to the Pearson et al., (1993) correlation coefficient, there is a strong and positive correlation between two languages: the more we promote L1 development, the more we promote L2.

This article presents the results of a quantitative survey carried out with the participation of 52 students in the Department of French Language Teaching at Atatürk Faculty of Education of Marmara University in Istanbul. This study questions the language learning strategies of bachelors and master degree students before and during online education. Unexpectedly confronted with a change of situation in education, the students found themselves overnight having to follow an online way of studying to which they were unfamiliar with over the night. Not only strategic, technical, technological, organizational and spatial but also psychological and sociological adaptation were immediately necessary. This study highlights the language learning strategies of students based on four main axes: the first one is based on cognitive strategies, the second one emphasizes metacognitive strategies, the third one is on effective strategies and the fourth and the last one is on resource management strategies. The aim is to understand the development of student learning practices during online education, and to understand the new strategies put in place by the students themselves in order to adapt to this new way of teaching. Have they stuck to their familiar language learning strategies or have they developed new language learning strategies? We tried to understand whether the students continued studying using the same language learning strategies as before during online education or not, and whether they readjusted, modified, developed their learning strategies as needed., Bu makale, İstanbul’da bulunan Marmara Üniversitesi Atatürk Eğitim Fakültesinde yer alan Fransız Dili ve Eğitimi Bölümündeki 52 öğrencinin katılımıyla gerçekleştirilmiş nicel tipi bir anketin sonuçlarını ele almaktadır. Bu çalışma, Lisans ve Yüksek Lisans öğrencilerinin çevrimiçi eğitimden önceki ve çevrimiçi eğitim sırasındaki dil öğrenim stratejilerini incelemektedir. Eğitimdeki durum değişikliğiyle beklenmedik bir şekilde karşı karşıya kalan öğrenciler, bir gecede hiç aşina olmadıkları bir çevrimiçi çalışma yöntemini takip etmek zorunda kaldılar. Yalnızca stratejik, teknik, teknolojik, organizasyonel, mekânsal değil, aynı zamanda psikolojik ve sosyolojik olarak ilişkisel düzeylerde de uyarlamaların derhal yapılması gerekti. Bu araştırma, öğrencilerin dil öğrenme stratejilerini dört ana eksene göre ön plana çıkarmaktadır: birinci eksen bilişsel stratejilere dayanmaktadır, ikinci eksen üstbilişsel stratejileri vurgulamaktadır, üçüncü eksen duygusal stratejiler üzerinedir, dördüncü ve son eksen ise kaynak yönetimi üzerinedir. Amaç, çevrimiçi eğitim boyunca öğrenci çalışma uygulamalarının öğrenim açısından gelişimini kavramak ve bu yeni eğitim şekline uyum sağlamak amacıyla öğrencilerin bizzat kendileri tarafından geliştirilen yeni stratejileri anlamaktır. Alışık oldukları dil öğrenme stratejilerine bağlı mı kaldılar? Yoksa yeni dil öğrenim stratejileri mi geliştirdiler? Çevrimiçi eğitim sürecinde öğrencilerin çalışmaya öncekiyle aynı dil öğrenim stratejileri ile devam edip etmediklerini ve öğrenme stratejilerini gerektiği gibi yeniden ayarlayıp ayarlamadıklarını, değiştirip değiştirmediklerini veya geliştirip geliştirmediklerini anlamaya çalıştık.

L’enseignement du numérique intègre nécessairement les technologies de l’information et de la communication pour proposer des moyens d’apprentissage novateurs. L’ajout de nouveaux moyens durant le confinement nous pousse à nous interroger sur la question des innovations dans l’enseignement du numérique et des nombreuses transformations qui en découlent. Un constat peut être établi : le rôle et les tâches traditionnelles de l’enseignant ne sont plus vraiment les mêmes. Plusieurs questions ont été soulevées. Les nouveaux modèles d’apprentissage ont-ils un impact sur le rôle de l’enseignant ? En quoi ces nouveaux modèles d’apprentissage influent sur le travail enseignant ? Quelles sont les nouvelles compétences à mettre en œuvre et à maîtriser afin de répondre aux perspectives éducatives en constante évolution ? Émanera de ce travail une réflexion sur les évolutions de l’enseignement du numérique simultanément aux transmutations du rôle de l’enseignant. Il sera question de mettre en lumière les changements survenus pendant le confinement et d’expliciter les modèles proposés dans le champ de l’éducation avec une volonté d’attirer l’attention sur les évolutions marquantes, notamment dans le rôle des enseignants ainsi que le suivi des dispositifs par la nouvelle technologie numérique au 21e siècle. Cette recherche s’intéresse au développement des TIC (Technologies de l’Information et de la Communication) qui sous-tendent une pédagogie connec­tiviste en favorisant la naissance d’un nouveau profil d’enseignant ainsi que des transmutations dans son attribution. Pour ce faire, il a été relevé quatre rôles qui identifient l’enseignant d’aujourd’hui ainsi nommés : bricoleur ; collaborateur ; chercheur ; modélisateur. L’interprétation des recherches nous laisse penser que chacun des enseignants peut se situer dans plusieurs rôles : tantôt bricoleur et/ou collaborateur, tantôt chercheur et/ou modélisateur et inversement. Loin du modèle classique d’antan, il est question de mutations mais surtout de transmutations considérables et accélérées du rôle de l’enseignant avec un glissement progressif vers une spécification pédagogico-numérique. Digital education integrates information and communication technologies to provide innovative learning methods. Introduction of new tools during the pandemic lockdown makes us inquire the question of innovations in digital education and the many resulting changes. We can now express that the teachers’ role and their traditional duties are no longer the same. From this point of view, some questions have been raised: Do new distance education models have an impact on the role of the teacher? How do relevant new distance education models affect teaching? What are the new skills that need to be known and applied in order to respond to the ever-evolving educational methods? This study will include a review of develop­ments in digital education together with the transformations in the teacher’s role. In order to emphasize the changes that occurred during the quarantine and to draw attention to important developments such as the role of teachers and monitoring, the use of technology in the 21st century and the models proposed in the field of education will be explained in our study. The research is concerned with the development of ICT (Information and Communication Technologies) that supports the connectionist pedagogy by encouraging the emergence of a new teacher profile as well as the transformations in its role. To do so, four roles that define today’s teacher are described: organizer; collaborator; researcher; modeler. Based on the research, it is possible to say that each of the teachers can assume multiple roles: sometimes an organizer and/or a collaborator, sometimes a researcher and/or a modeler and vice versa. Unlike the classic model of past, it is a question of trans­formation/change but above all, it also includes the concern arising from significant and accelerated transformations with the gradual shifting of the teacher’s role towards pedagogical-digital qualification. Digital education integrates information and communication technologies to provide innovative learning methods. Introduction of new tools during the pandemic lockdown makes us inquire the question of innovations in digital education and the many resulting changes. We can now express that the teachers’ role and their traditional duties are no longer the same. From this point of view, some questions have been raised: Do new distance education models have an impact on the role of the teacher? How do relevant new distance education models affect teaching? What are the new skills that need to be known and applied in order to respond to the ever-evolving educational methods? This study will include a review of developments in digital education together with the transformations in the teacher’s role. In order to emphasize the changes that occurred during the quarantine and to draw attention to important developments such as the role of teachers and monitoring, the use of technology in the 21st century and the models proposed in the field of education will be explained in our study. The research is concerned with the development of ICT (Information and Communication Technologies) that supports the connectionist pedagogy by encouraging the emergence of a new teacher profile as well as the transformations in its role. To do so, four roles that define today’s teacher are described: organizer; collaborator; researcher; modeler. Based on the research, it is possible to say that each of the teachers can assume multiple roles: sometimes an organizer and/or a collaborator, sometimes a researcher and/or a modeler and vice versa. Unlike the classic model of past, it is a question of transformation/change but above all, it also includes the concern arising from significant and accelerated transformations with the gradual shifting of the teacher’s role towards pedagogical-digital qualification

La question de la pédagogie universitaire et de la didactique a été sujetteà de nombreuses recherches (Mucchielli, 1998 ; Romainville, 2004 ; Duguet &Morlaix, 2012 ; Younès, 2015 ; etc.) qui mettent en avant une demande forte desoutien de la part des étudiants à l’université pour favoriser leur réussite.Ainsi, nous avons souhaité élargir et transposer ce sujet d’étude au sein d’undépartement de pédagogie pour la formation de futurs professeurs de françaisdans le but d’analyser les résultats obtenus. Cette recherche a pour objectifde tenter de comprendre l’opinion des étudiants en Licence de Didactique duFrançais Langue Étrangère dans une université à Istanbul sur la question de lapédagogie universitaire et le rapport que les étudiants entretiennent avec lecorps enseignant. Il s’agit de comprendre l’avis des étudiants sur les enseignementsau programme et les difficultés rencontrées. Les résultats obtenus montrent quel’ambiance de travail pendant les cours est parfaitement (50%) et moyennement(50%) agréable pour eux. Ils pensent que les enseignants maîtrisentparfaitement les cours qu’ils dispensent (70%), que le langage utilisé parces-derniers est suffisamment théorique à l’unanimité. Toutefois, les étudiantsont signalé que le contenu des cours est parfois difficile (28%), lesenseignements dispensés relèvent de contenu abstrait rendant ainsi l’apprentissagecomplexe. D'après les étudiants, il est préférable que les enseignements auprogramme soient davantage ciblés sur la pratique du métier d’enseignant plutôtque sur la théorie et serait pertinent d’opter pour un mode d’enseignementtourné vers l’interaction et l’échange. Le travail demandé par les enseignantsest parfois trop important (22%). Cette étude invite à une réflexion critiqueprofonde sur la question de la pédagogie universitaire, les difficultés desenseignements dispensés et l’importance de la pratique orale tant demandée parles étudiants en privilégiant la formation à leur métier., Üniversite öğrencilerinin daha başarılıolmalarının amaçlandığı Üniversite pedagojisi ve didaktik sorunsalı, bu soruna dikkatçeken birçok araştırmaya konu olmuştur (Mucchielli, 1998, Romainville, 2004,Duguet ve Morlaix, 2012, Younès, 2015, vb.). Bu sebeple, Eğitim Fakültelerinde yer alanFransızca Öğretmenliğindeki öğretmen adaylarının eğitimi için bu konuyugenişletmek ve analiz etmek istedik. Bu araştırmanın amacı, İstanbul’daki birüniversitede bulunan Fransız Dili Eğitimi Ana Bilim Dalında lisans düzeyindeeğitim gören öğrencilerin, üniversite pedagojisi ve öğretim elemanı ile olanilişkileri hakkındaki düşüncelerini anlamaya çalışmaktır. Söz konusu çalışmada öğrencilerinlisans programındaki dersleri hakkındaki görüşlerini ve karşılaşılan zorluklarıanlamak hedeflenmiştir. Elde edilen sonuçlar, ders sırasındaki çalışma ortamındanöğrencilerin mükemmel (% 50) ve orta derecede (% 50) hoşnut olduğunugöstermektedir. Öğretim elemanlarının derste anlattıkları konuları iyi birşekilde bildiklerini (% 70), kendileri tarafından kullanılan dilin iseyeterince teorik olduğu konusunda görüş birliği içindedirler. Bununla birlikte,öğretmen adayları ders içeriğinin bazen zor olduğunu belirtirken (% 28), derslerdeverilen soyut içerik öğrenmeyi güçleştirdiğinin de altını çizmişlerdir. Araştırmayakatılan öğretmen adaylarına göre, programdaki derslerin, öğretmenlik mesleğininpratiğine, teoriden çok daha fazla odaklanması tercih edilmekte olup, öğrenci-öğretimelemanı etkileşimini ve fikir alışverişine yönelik bir öğretim modelininkendileri için daha uygun olabileceğini vurgulamışlardır. Öğretim elemanlarınıntalep ettiği çalışmaların ise bazen çok önemli olduğu da belirtilmiştir. (%22). Bu çalışma, üniversite pedagojisi, öğretilen derslerin zorlukları veöğrencilerin mesleğe ayırdığı bu kadar çok sözlü uygulamanın önemi üzerinederin bir eleştirel düşünceye davet etmektedir.