Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université
The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expecte...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Djamila Achab [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Deutsch ; Englisch ; Spanisch ; Französisch |
| Erschienen: |
2016 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
In: Traduction et Langues - University of Oran2, 2023, 15(2016), 1, Seite 154-159 |
|---|---|
| Übergeordnetes Werk: |
volume:15 ; year:2016 ; number:1 ; pages:154-159 |
| Links: |
|---|
| Katalog-ID: |
DOAJ079898386 |
|---|
| LEADER | 01000naa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ079898386 | ||
| 003 | DE-627 | ||
| 005 | 20230310173729.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230310s2016 xx |||||o 00| ||ger c | ||
| 035 | |a (DE-627)DOAJ079898386 | ||
| 035 | |a (DE-599)DOAJ6aec9e55f283479eae097412498f5739 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a ger |a eng |a spa |a fre | ||
| 050 | 0 | |a P306-310 | |
| 100 | 0 | |a Djamila Achab |e verfasserin |4 aut | |
| 245 | 1 | 4 | |a Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université |
| 264 | 1 | |c 2016 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system. | ||
| 650 | 4 | |a teaching strategies | |
| 650 | 4 | |a learning strategies | |
| 650 | 4 | |a classroom practices | |
| 650 | 4 | |a teaching of fle | |
| 650 | 4 | |a writing comprehension | |
| 650 | 4 | |a empowerment | |
| 650 | 4 | |a tutoring | |
| 653 | 0 | |a Translating and interpreting | |
| 773 | 0 | 8 | |i In |t Traduction et Langues |d University of Oran2, 2023 |g 15(2016), 1, Seite 154-159 |w (DE-627)DOAJ000158453 |x 26006235 |7 nnns |
| 773 | 1 | 8 | |g volume:15 |g year:2016 |g number:1 |g pages:154-159 |
| 856 | 4 | 0 | |u https://doaj.org/article/6aec9e55f283479eae097412498f5739 |z kostenfrei |
| 856 | 4 | 0 | |u https://www.univ-oran2.dz/revuetranslang/index.php/translang/article/view/721/600 |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/1112-3974 |y Journal toc |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2600-6235 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 951 | |a AR | ||
| 952 | |d 15 |j 2016 |e 1 |h 154-159 | ||
| author_variant |
d a da |
|---|---|
| matchkey_str |
article:26006235:2016----::esrtisesinmnapetsaeasesin |
| hierarchy_sort_str |
2016 |
| callnumber-subject-code |
P |
| publishDate |
2016 |
| allfields |
(DE-627)DOAJ079898386 (DE-599)DOAJ6aec9e55f283479eae097412498f5739 DE-627 ger DE-627 rakwb ger eng spa fre P306-310 Djamila Achab verfasserin aut Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system. teaching strategies learning strategies classroom practices teaching of fle writing comprehension empowerment tutoring Translating and interpreting In Traduction et Langues University of Oran2, 2023 15(2016), 1, Seite 154-159 (DE-627)DOAJ000158453 26006235 nnns volume:15 year:2016 number:1 pages:154-159 https://doaj.org/article/6aec9e55f283479eae097412498f5739 kostenfrei https://www.univ-oran2.dz/revuetranslang/index.php/translang/article/view/721/600 kostenfrei https://doaj.org/toc/1112-3974 Journal toc kostenfrei https://doaj.org/toc/2600-6235 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 15 2016 1 154-159 |
| spelling |
(DE-627)DOAJ079898386 (DE-599)DOAJ6aec9e55f283479eae097412498f5739 DE-627 ger DE-627 rakwb ger eng spa fre P306-310 Djamila Achab verfasserin aut Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system. teaching strategies learning strategies classroom practices teaching of fle writing comprehension empowerment tutoring Translating and interpreting In Traduction et Langues University of Oran2, 2023 15(2016), 1, Seite 154-159 (DE-627)DOAJ000158453 26006235 nnns volume:15 year:2016 number:1 pages:154-159 https://doaj.org/article/6aec9e55f283479eae097412498f5739 kostenfrei https://www.univ-oran2.dz/revuetranslang/index.php/translang/article/view/721/600 kostenfrei https://doaj.org/toc/1112-3974 Journal toc kostenfrei https://doaj.org/toc/2600-6235 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 15 2016 1 154-159 |
| allfields_unstemmed |
(DE-627)DOAJ079898386 (DE-599)DOAJ6aec9e55f283479eae097412498f5739 DE-627 ger DE-627 rakwb ger eng spa fre P306-310 Djamila Achab verfasserin aut Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system. teaching strategies learning strategies classroom practices teaching of fle writing comprehension empowerment tutoring Translating and interpreting In Traduction et Langues University of Oran2, 2023 15(2016), 1, Seite 154-159 (DE-627)DOAJ000158453 26006235 nnns volume:15 year:2016 number:1 pages:154-159 https://doaj.org/article/6aec9e55f283479eae097412498f5739 kostenfrei https://www.univ-oran2.dz/revuetranslang/index.php/translang/article/view/721/600 kostenfrei https://doaj.org/toc/1112-3974 Journal toc kostenfrei https://doaj.org/toc/2600-6235 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 15 2016 1 154-159 |
| allfieldsGer |
(DE-627)DOAJ079898386 (DE-599)DOAJ6aec9e55f283479eae097412498f5739 DE-627 ger DE-627 rakwb ger eng spa fre P306-310 Djamila Achab verfasserin aut Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system. teaching strategies learning strategies classroom practices teaching of fle writing comprehension empowerment tutoring Translating and interpreting In Traduction et Langues University of Oran2, 2023 15(2016), 1, Seite 154-159 (DE-627)DOAJ000158453 26006235 nnns volume:15 year:2016 number:1 pages:154-159 https://doaj.org/article/6aec9e55f283479eae097412498f5739 kostenfrei https://www.univ-oran2.dz/revuetranslang/index.php/translang/article/view/721/600 kostenfrei https://doaj.org/toc/1112-3974 Journal toc kostenfrei https://doaj.org/toc/2600-6235 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 15 2016 1 154-159 |
| allfieldsSound |
(DE-627)DOAJ079898386 (DE-599)DOAJ6aec9e55f283479eae097412498f5739 DE-627 ger DE-627 rakwb ger eng spa fre P306-310 Djamila Achab verfasserin aut Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system. teaching strategies learning strategies classroom practices teaching of fle writing comprehension empowerment tutoring Translating and interpreting In Traduction et Langues University of Oran2, 2023 15(2016), 1, Seite 154-159 (DE-627)DOAJ000158453 26006235 nnns volume:15 year:2016 number:1 pages:154-159 https://doaj.org/article/6aec9e55f283479eae097412498f5739 kostenfrei https://www.univ-oran2.dz/revuetranslang/index.php/translang/article/view/721/600 kostenfrei https://doaj.org/toc/1112-3974 Journal toc kostenfrei https://doaj.org/toc/2600-6235 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 15 2016 1 154-159 |
| language |
German English Spanish French |
| source |
In Traduction et Langues 15(2016), 1, Seite 154-159 volume:15 year:2016 number:1 pages:154-159 |
| sourceStr |
In Traduction et Langues 15(2016), 1, Seite 154-159 volume:15 year:2016 number:1 pages:154-159 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
teaching strategies learning strategies classroom practices teaching of fle writing comprehension empowerment tutoring Translating and interpreting |
| isfreeaccess_bool |
true |
| container_title |
Traduction et Langues |
| authorswithroles_txt_mv |
Djamila Achab @@aut@@ |
| publishDateDaySort_date |
2016-01-01T00:00:00Z |
| hierarchy_top_id |
DOAJ000158453 |
| id |
DOAJ079898386 |
| language_de |
deutsch englisch spanisch franzoesisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ079898386</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230310173729.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230310s2016 xx |||||o 00| ||ger c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ079898386</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ6aec9e55f283479eae097412498f5739</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">ger</subfield><subfield code="a">eng</subfield><subfield code="a">spa</subfield><subfield code="a">fre</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">P306-310</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Djamila Achab</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teaching strategies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">learning strategies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">classroom practices</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teaching of fle</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">writing comprehension</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">empowerment</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">tutoring</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Translating and interpreting</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Traduction et Langues</subfield><subfield code="d">University of Oran2, 2023</subfield><subfield code="g">15(2016), 1, Seite 154-159</subfield><subfield code="w">(DE-627)DOAJ000158453</subfield><subfield code="x">26006235</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:15</subfield><subfield code="g">year:2016</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:154-159</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/6aec9e55f283479eae097412498f5739</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.univ-oran2.dz/revuetranslang/index.php/translang/article/view/721/600</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1112-3974</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2600-6235</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">15</subfield><subfield code="j">2016</subfield><subfield code="e">1</subfield><subfield code="h">154-159</subfield></datafield></record></collection>
|
| callnumber-first |
P - Language and Literature |
| author |
Djamila Achab |
| spellingShingle |
Djamila Achab misc P306-310 misc teaching strategies misc learning strategies misc classroom practices misc teaching of fle misc writing comprehension misc empowerment misc tutoring misc Translating and interpreting Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université |
| authorStr |
Djamila Achab |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)DOAJ000158453 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
DOAJ |
| remote_str |
true |
| callnumber-label |
P306-310 |
| illustrated |
Not Illustrated |
| issn |
26006235 |
| topic_title |
P306-310 Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université teaching strategies learning strategies classroom practices teaching of fle writing comprehension empowerment tutoring |
| topic |
misc P306-310 misc teaching strategies misc learning strategies misc classroom practices misc teaching of fle misc writing comprehension misc empowerment misc tutoring misc Translating and interpreting |
| topic_unstemmed |
misc P306-310 misc teaching strategies misc learning strategies misc classroom practices misc teaching of fle misc writing comprehension misc empowerment misc tutoring misc Translating and interpreting |
| topic_browse |
misc P306-310 misc teaching strategies misc learning strategies misc classroom practices misc teaching of fle misc writing comprehension misc empowerment misc tutoring misc Translating and interpreting |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Traduction et Langues |
| hierarchy_parent_id |
DOAJ000158453 |
| hierarchy_top_title |
Traduction et Langues |
| isfreeaccess_txt |
true |
| familylinks_str_mv |
(DE-627)DOAJ000158453 |
| title |
Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université |
| ctrlnum |
(DE-627)DOAJ079898386 (DE-599)DOAJ6aec9e55f283479eae097412498f5739 |
| title_full |
Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université |
| author_sort |
Djamila Achab |
| journal |
Traduction et Langues |
| journalStr |
Traduction et Langues |
| callnumber-first-code |
P |
| lang_code |
ger eng spa fre |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2016 |
| contenttype_str_mv |
txt |
| container_start_page |
154 |
| author_browse |
Djamila Achab |
| container_volume |
15 |
| class |
P306-310 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Djamila Achab |
| title_sort |
stratégies d’enseignement/apprentissage dans l’enseignement du fle à l’université |
| callnumber |
P306-310 |
| title_auth |
Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université |
| abstract |
The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system. |
| abstractGer |
The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system. |
| abstract_unstemmed |
The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ |
| container_issue |
1 |
| title_short |
Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université |
| url |
https://doaj.org/article/6aec9e55f283479eae097412498f5739 https://www.univ-oran2.dz/revuetranslang/index.php/translang/article/view/721/600 https://doaj.org/toc/1112-3974 https://doaj.org/toc/2600-6235 |
| remote_bool |
true |
| ppnlink |
DOAJ000158453 |
| callnumber-subject |
P - Philology and Linguistics |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| callnumber-a |
P306-310 |
| up_date |
2024-07-04T01:15:11.945Z |
| _version_ |
1803609138210537472 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ079898386</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230310173729.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230310s2016 xx |||||o 00| ||ger c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ079898386</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ6aec9e55f283479eae097412498f5739</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">ger</subfield><subfield code="a">eng</subfield><subfield code="a">spa</subfield><subfield code="a">fre</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">P306-310</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Djamila Achab</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teaching strategies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">learning strategies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">classroom practices</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teaching of fle</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">writing comprehension</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">empowerment</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">tutoring</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Translating and interpreting</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Traduction et Langues</subfield><subfield code="d">University of Oran2, 2023</subfield><subfield code="g">15(2016), 1, Seite 154-159</subfield><subfield code="w">(DE-627)DOAJ000158453</subfield><subfield code="x">26006235</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:15</subfield><subfield code="g">year:2016</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:154-159</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/6aec9e55f283479eae097412498f5739</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.univ-oran2.dz/revuetranslang/index.php/translang/article/view/721/600</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1112-3974</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2600-6235</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">15</subfield><subfield code="j">2016</subfield><subfield code="e">1</subfield><subfield code="h">154-159</subfield></datafield></record></collection>
|
| score |
7.398679 |