De l'impact favorable des émotions négatives dans l'enseignement / apprentissage du français langue étrangère

International audienceResearch has been discussing the influence of negative emotions on the learning process. Our study discusses to what extent it can be advantageous to use negative emotion inducing extracts of French films on French as a foreign language learners. The results shows a dependency relationship between negative emotions and the attention subjects give to film clips

De l'impact favorable des émotions négatives dans l'enseignement / apprentissage du français langue étrangère

International audienceResearch has been discussing the influence of negative emotions on the learning process. Our study discusses to what extent it can be advantageous to use negative emotion inducing extracts of French films on French as a foreign language learners. The results shows a dependency relationship between negative emotions and the attention subjects give to film clips

La dimension émotionnelle véhiculée par le cinéma dans l'enseignement - apprentissage du Français langue étrangère : considérations sur la trilogie cognition-émotion-culture

The filmic document, widely used by teachers of French as a Foreign Language (FFL) since 1970, is an extremely powerful inducer for emotions and a way to show their expression. Since cognition, emotion and culture are closely related, it is relevant to understand the interest of the use of emotionally charged film clips to teach FFL learners.In order to see if it is advantageous to use an emotional movie extract in the teaching process, a corpus of clips taken from New Wave films was formed. The emotional induction with these extracts and the focus of attention induced by negative emotions inducing extracts are tested in 60 B2 level foreign participants. An experiment was conducted to observe the extent to which it is suitable to use an emotion inducing film clip. 51 Chinese participants were involved. It was noted that 28 of them have difficulty in being empathic while experiencing intercultural communication with a native speaker. The effect of thedramatization of an extract on the ability to empathise is apprehended.This research shows the importance of an educational use of emotion. Extracts inducing negative emotions focus learners' attention. Participants that dramatize this type of extract optimally memorize gestures of the characters. Discussing the emotions induced by an extract leads learners to develop their sense of social proximity with the teacher. The research also indicates that learners, after viewing a dialogue in an extract comprising terms of emotional lexicon, remember better emotionally loaded verbal material. Finally, the results show that emotion can be taught, when learners are having difficulties be empathic towards natives. It is also determinated that the dramatization of a film clip can develop their empathy ability.Le document filmique, largement utilisé par les enseignants de Français langue étrangère depuis les années 1970, constitue un inducteur d'émotions extrêmement puissant ainsi qu'un moyen de montrer l'expression des émotions. Or comme la cognition, la culture et l’émotion sont étroitement liées, il est pertinent d'appréhender l'intérêt de l'exploitation d'extraits de films émotionnellement chargés auprès des apprenants de FLE.Afin de voir s’il est avantageux d'exploiter un extrait de film émotionnel auprès des apprenants, un corpus d’extraits de films d'auteurs de la Nouvelle Vague est constitué.L'induction émotionnelle des extraits et la focalisation de l'attention par les extraits induisant des émotions négatives sont testées chez 60 sujets étrangers ayant acquis un niveau B2 en français. Une expérience est menée pour observer dans quelle mesure il est propice d'exploiter un extrait de film induisant des émotions. 51 sujets chinois y participent. Il est constaté comment 28 d'entre eux ont des difficultés à être empathiques en situation de communication interculturelle avec un natif. L’effet de la théâtralisation d’un extrait sur la capacité d’empathie est appréhendé.La recherche montre l'intérêt d'un usage didactique de l'émotion. Les extraits induisant des émotions négatives focalisent l'attention des apprenants. Des sujets qui théâtralisent ce type d’extrait mémorisent de façon optimale les gestes des personnages. Discuter des émotions induites par un extrait conduit les apprenants à développer leur sentiment de proximité sociale avec l'enseignant. La recherche signale aussi que des apprenants, exploitant le dialogue d'un extrait comprenant des termes du lexique émotionnel, se rappellent mieux du matériel verbal affectivement chargé. Les résultats montrent enfin que l'émotion peut être un objet d'apprentissage au vu des difficultés des apprenants à être empathiques envers des natifs.Il est attesté que la théâtralisation d'un extrait de film peut développer leur capacité d’empathie

Interactions fictives et émotions : comment s’approprier la gestualité étrangère ?

Depuis plus d’un demi-siècle, les enseignants de Langue Etrangère (LE) invitent leurs apprenants à réaliser des interactions fictives dans la langue cible pour qu’ils développent leurs compétences linguistiques, discursives et socioculturelles. Les apprenants doivent souvent jouer, simuler ou improviser des interactions en LE. Les interactions fictives constituent une partie non négligeable des interactions de l’espace classe. Aujourd’hui, de nombreux enseignants de Français Langue Etrangère (FLE) recourent au théâtre pour que leurs apprenants améliorent leur prononciation. La psychologie cognitive indique, par ailleurs, comment les interactions fictives des documents filmiques sont mémorisées lorsqu’elles procurent des émotions aux spectateurs. C’est en considérant ces données sur les interactions fictives produites et perçues que nous nous posons la question suivante : des apprenants de FLE théâtralisant un extrait de film de la langue/culture cible leur procurant des émotions importantes, mémorisent-ils mieux la gestualité des personnages que lorsqu’ils théâtralisent un extrait qui leur procure moins d’émotions ? En mettant en place une enquête de terrain, nous répondons par l’affirmative à notre questionnement. Nos résultats ont des implications intéressantes pour les enseignants de FLE s’intéressant aux liens entre parole et corporalité.For over half a century, the teachers of french as a foreign language (FFL) have been inviting their learners to create fictitious interactions in the target language to develop their discursive and sociocultural language skills. Learners often have to play, improvise or simulate interactions in the foreign language. Fictitious interactions are a significant part of the class-space interactions. Today, many teachers of French as a Foreign Language (FFL) use stage theater to help their learners improve their pronunciation. Cognitive psychology shows, moreover, how the fictitious interactions in filmic documents are memorized when they provide emotions to the audience. Based on this data on fictitious interactions produced and perceived, we ask ourselves the question: do FFL learners dramatizing a film clip in the target language/culture and feeling important emotions memorize better the gestuality of characters than when they dramatize an extract that gives them fewer emotions? By implementing a field survey, we answer yes to that question. Our findings have interesting implications for FFL teachers interested in the links between speech and corporality

Search for new particles in events with energetic jets and large missing transverse momentum in proton-proton collisions at root s=13 TeV

A search is presented for new particles produced at the LHC in proton-proton collisions at root s = 13 TeV, using events with energetic jets and large missing transverse momentum. The analysis is based on a data sample corresponding to an integrated luminosity of 101 fb(-1), collected in 2017-2018 with the CMS detector. Machine learning techniques are used to define separate categories for events with narrow jets from initial-state radiation and events with large-radius jets consistent with a hadronic decay of a W or Z boson. A statistical combination is made with an earlier search based on a data sample of 36 fb(-1), collected in 2016. No significant excess of events is observed with respect to the standard model background expectation determined from control samples in data. The results are interpreted in terms of limits on the branching fraction of an invisible decay of the Higgs boson, as well as constraints on simplified models of dark matter, on first-generation scalar leptoquarks decaying to quarks and neutrinos, and on models with large extra dimensions. Several of the new limits, specifically for spin-1 dark matter mediators, pseudoscalar mediators, colored mediators, and leptoquarks, are the most restrictive to date.Peer reviewe

Combined searches for the production of supersymmetric top quark partners in proton-proton collisions at root s=13 TeV

A combination of searches for top squark pair production using proton-proton collision data at a center-of-mass energy of 13 TeV at the CERN LHC, corresponding to an integrated luminosity of 137 fb(-1) collected by the CMS experiment, is presented. Signatures with at least 2 jets and large missing transverse momentum are categorized into events with 0, 1, or 2 leptons. New results for regions of parameter space where the kinematical properties of top squark pair production and top quark pair production are very similar are presented. Depending on themodel, the combined result excludes a top squarkmass up to 1325 GeV for amassless neutralino, and a neutralinomass up to 700 GeV for a top squarkmass of 1150 GeV. Top squarks with masses from 145 to 295 GeV, for neutralino masses from 0 to 100 GeV, with a mass difference between the top squark and the neutralino in a window of 30 GeV around the mass of the top quark, are excluded for the first time with CMS data. The results of theses searches are also interpreted in an alternative signal model of dark matter production via a spin-0 mediator in association with a top quark pair. Upper limits are set on the cross section for mediator particle masses of up to 420 GeV

Measurement of the top quark forward-backward production asymmetry and the anomalous chromoelectric and chromomagnetic moments in pp collisions at √s = 13 TeV

Abstract The parton-level top quark (t) forward-backward asymmetry and the anomalous chromoelectric (d̂ t) and chromomagnetic (μ̂ t) moments have been measured using LHC pp collisions at a center-of-mass energy of 13 TeV, collected in the CMS detector in a data sample corresponding to an integrated luminosity of 35.9 fb−1. The linearized variable AFB(1) is used to approximate the asymmetry. Candidate t t ¯ events decaying to a muon or electron and jets in final states with low and high Lorentz boosts are selected and reconstructed using a fit of the kinematic distributions of the decay products to those expected for t t ¯ final states. The values found for the parameters are AFB(1)=0.048−0.087+0.095(stat)−0.029+0.020(syst),μ̂t=−0.024−0.009+0.013(stat)−0.011+0.016(syst), and a limit is placed on the magnitude of | d̂ t| < 0.03 at 95% confidence level. [Figure not available: see fulltext.

Search for lepton-flavor violating decays of the Higgs boson in the mu tau and e tau final states in proton-proton collisions at root s=13 TeV

A search is presented for lepton-flavor violating decays of the Higgs boson to mu t and et. The dataset corresponds to an integrated luminosity of 137 fb(-1) collected at the LHC in proton-proton collisions at a center-of-mass energy of 13 TeV. No significant excess has been found, and the results are interpreted in terms of upper limits on lepton-flavor violating branching fractions of the Higgs boson. The observed (expected) upper limits on the branching fractions are, respectively, B(H -> mu t) e tau) < 0.22(0.16)% at 95% confidence level.Peer reviewe

Probing effective field theory operators in the associated production of top quarks with a Z boson in multilepton final states at root s=13 TeV

Peer reviewe