Assessment of written French of Spanish postgraduate students during teacher training

In the acquisition of foreign languages, it is a challenge to achieve a near-native level, particularly in academic contexts. This is certainly important in the case of future foreign language teachers, because they are responsible to transfer their knowledge. In this sense, a continuous formation is needed in order to acquire an academic level. However, most of these students finished their university studies without the required language level. In fact, they are not subjected to language proficiency tests, and therefore their writing, speaking and listening levels are poorly known. In addition, the frequency and types of written errors made by university students, beginning teachers of French as a foreign language (FFL), holding a different master's degree is still unknown. For this reason, the aim of this study was to evaluate and compare the frequency and types of written errors in essays made by Spanish postgraduate students in FFL teacher training holding a master's degree in French philology or in French translation studies. The data for this study was obtained from essays written by all the students of a Postgraduate program in FFL teacher training (n=45) at the University of Granada (Spain). The students had all acquired their master's degree in French philology (n=30, group UGR 1) or in translation (n=15, group UGR 2). Our control group consisted of French native speakers (n=4, group UGR 3) who also followed the teacher training program. The frequency and types of errors were analysed in all the essays. For this study, following types of written errors were evaluated: (1) spelling mistakes; (2) grammar errors; (3) vocabulary errors; (4) discourse errors and (5) content errors. In addition, the following subtypes of errors were considered: omission, misselection, overinclusion and order. The text length of the analyzed essays ranged from 177 to 692 words with a mean of 360.31. The mean length of group UGR 1 (372.7 words) was slightly higher than the group UGR 2 (335.53 words) but they were still under the maximum established length of 400 words. In addition, both UGR 1 and 2 showed lower mean length in comparison to the group UGR 3 (490.75 words). This study revealed a different hierarchy of frequency of error types by group. Categorizing all these errors, we found that spelling errors were the most common for the students of group UGR 1 while group UGR 2 committed more grammar errors, and the number of lexical errors was similar for both groups. Finally, discourse and content errors were the most infrequent in both groups. These results allowed us to confirm that both groups dominate discourse organization in FFL. However, despite the fact that the students have acquired master's degrees in FFL, there are still differences between these two groups and compared to the control group. The overall results suggest that most of the postgraduate students did not reach a near-native written level as far as the frequency of written errors is concerned. In conclusion, the presence of these written errors could have a negative impact in the professional performance of these beginning teachers of FFL. In addition, during their teacher training it would be useful to incorporate different writing activities and personalised feedback. Finally, these results suggest that it is necessary to design novel didactic strategies at the undergraduate and postgraduate programs focusing on the improvement of writing skills and lexical richness

The impact of age and gender on the learners' motivation and attitudes towards French in secondary education in Flanders

Motivation is one of the most important factors in the acquisition of a foreign language. A desire or a need felt by the learner is necessary to make efforts in order to achieve a certain goal. In the context of foreign language acquisition, the ultimate goal would be the perfect mastery of the target language. Learners who are highly motivated progress faster and reach a higher level of knowledge than the less motivated. A less motivated learner, once the communication needs accomplished, would tend to stop learning the language before he reaches the quasi-native level of mastery. The aim of our study is to analyze the impact of age and gender on the learners' motivational attitudes and beliefs towards French in a secondary school in Flanders (Instituut van Gent). Firstly, we verify if the prestige of the French language has decreased in Flanders, as is sometimes claimed, and, if there is a decline of the language level, whether it can be linked either to internal factors of the French language or to the lack of motivation. We also analyze why young learners (12-18 years old) would be motivated to learn French and whether opinions towards French differ according to age and gender. In order to investigate these aspects, we created a questionnaire consisting of 50 items covering integrative and instrumental motivation features, which are closely linked to the learners' beliefs. Our results show that the observed decline in the prestige of French is mostly related to internal factors and not to motivation: e. g. young learners seem to believe that English is easier to understand than French. As far as motivation is concerned, we see a certain lack of integrative motivation, especially among boys who tend to have a slightly higher instrumental motivation. Secondly, young learners seem more motivated than older ones. These observations can be explained by the beliefs of boys that expanding friendship is less important than finding a good employment. Young learners, on the other hand, are mostly motivated to learn French because it allows them to travel, to expand the boundaries of their social setting and also to increase the chances of finding employment after college. In conclusion, this study demonstrates first of all, that the decline of knowledge of French seems to be related mainly to internal factors of French and not to the motivation of the learners. In addition, the boys have a higher instrumental motivation in comparison with the girls who are more motivated in an integrative manner. Finally, young learners are a little more motivated than elder ones

Evaluación de la competencia escrita de profesores en formación de francés como lengua extranjera en Bélgica

The main objective of this study was to describe French as a foreign language (FFL) proficiency in pre-service FFL teachers. This study was performed with all native Belgian Dutch postgraduate students (n=40) coursing an Academic Teacher Education Program (Ghent, Belgium) during the academic years 2013-2014 and 2014-2015. Analyses revealed interesting findings on their FFL level and different error types in their written productions. In conclusion, the presence of writing errors in FFL in pre-service teachers suggests the need to design novel teaching strategies to improve their overall language proficiency and writing skills during their degree studies.El objetivo principal de este estudio fue describir las competencias en francés como lengua extranjera (FLE) en futuros profesores de FLE. Este estudio se realizó con todos los estudiantes neerlandófonos (n=40) que cursaban el Máster universitario en profesorado de educación secundaria obligatoria y bachillerato (Gante, Bélgica) durante 2013- 2014 y 2014-2015. Los análisis revelaron resultados interesantes sobre su nivel en FLE y diferentes tipos de errores en sus producciones escritas. En conclusión, la presencia de errores escritos en FLE en profesores en formación sugiere la necesidad de diseñar nuevas estrategias didácticas para mejorar sus competencias escritas durante sus estudios de grado.The research stay of A. Ruyffelaert during the academic year 2013- 2014 at Ghent University was partially supported by the Spanish grant “Beca de Movilidad Internacional” of the University of Granada

Teaching French with the Direct Method between 1880 and 1920 in the United States of America: A comparative Analysis of key Direct Methods Textbooks

This study aims to compare the key authors of direct methods textbooks for teaching French in the USA between 1880 and 1920. After a short background about the reception of the direct method in French foreign language teaching in the USA, this article describes the method according to Lambert Sauveur (1826-1907), one of the precursors in the USA in the 19th century. In addition, a comparative analysis of other recognized authors of the direct method, teaching French in the USA, such as Berlitz, Worman, Gaillard, Grandgent and Matzke, was performed. In conclusion, on the one hand, this study describes the fundamental principles of Sauveur’s direct method (such as the priority given to oral language, the importance of body language, and the use of the target language in the classroom); and on the other hand, it sheds light on the approach in the textbooks of other authors teaching French in the USA between 1880 and 1920.Cette étude vise à comparer les principaux auteurs de manuels de la méthode directe pour l’enseignement du français aux États-Unis entre 1880 et 1920. Après un bref aperçu de la réception de la méthode directe dans l’enseignement du français langue étrangère aux États-Unis, cet article décrit la méthode selon Lambert Sauveur (1826-1907), un des précurseurs de cette méthode aux États-Unis au XIXe siècle. En outre, une analyse comparative d’autres auteurs reconnus de la méthode directe, enseignant le français aux États-Unis, tels que Berlitz, Worman, Gaillard, Grandgent et Matzke a été réalisée. En conclusion, d’une part, cette étude décrit les principes fondamentaux de la méthode directe de Sauveur (tels que la priorité accordée à la langue orale, l’importance du langage corporel et l’utilisation de la langue cible en classe), et d’autre part, elle apporte un éclairage sur l’approche d’autres auteurs de manuels enseignant le français aux États-Unis entre 1880 et 1920

Responsabilización y autonomía del estudiantado en la adquisición de competencias lingüísticas en francés como lengua extranjera a través de la evaluación del nivel europeo y la tutorización personalizada.

El proyecto de innovación y buenas prácticas docentes titulado “Responsabilización y autonomía del estudiantado en la adquisición de competencias lingüísticas en francés como lengua extranjera a través de la evaluación del nivel europeo y la tutorización personalizada.” tenía un único objetivo principal: determinar el nivel de francés como lengua extranjera y diseñar una estrategia de tutorización personalizada en función del nivel de idioma del estudiantado para asegurar la adquisición gradual de las competencias lingüísticas correspondientes al nivel C1+ en el Grado en Estudios Franceses, y de esta manera promover la responsabilización, autonomía y motivación interna del estudiantado en su formación. El presente proyecto de innovación docente solicitado supone una continuidad y mejora de las acciones de tipo evaluativo del proyecto de innovación docente (avanzado), titulado “Nuevas estrategias en docencia, tutorización y evaluación en lengua extranjera (francés)” (2018-2020)¹ así como de las acciones del proyecto de innovación docente (básico, Fase I), titulado “Determinación del nivel de francés como lengua extranjera y tutorización personalizada en la adquisición de competencias lingüísticas en el Grado en Estudios Franceses” (2020-2021)². ¹ Enlace: https://grados.ugr.es/franceses/pages/estrategias_docencia ² Memoria final: https://digibug.ugr.es/handle/10481/68777The innovation and good teaching practices project entitled "Empowerment and autonomy of students in the acquisition of language skills in French as a foreign language through the assessment of the European level and personalized tutoring" had a single main objective: to determine the level of French as a foreign language and design a personalized tutoring strategy based on the language level of the students to ensure the gradual acquisition of language skills corresponding to level C1+ in the Bachelor's Degree in French Studies, and thus promote the empowerment, autonomy and internal motivation of students in their training. This teaching innovation project is a continuation and improvement of the evaluative actions of the teaching innovation project (advanced), entitled "New strategies in teaching, tutoring and assessment in foreign language (French)" (2018-2020)¹ as well as the actions of the teaching innovation project (basic, Phase I), entitled "Determination of the level of French as a foreign language and personalized tutoring in the acquisition of linguistic competences in the Bachelor's Degree in French Studies" (2020-2021)². ¹ Link: https://grados.ugr.es/franceses/pages/estrategias_docencia ² Final report: https://digibug.ugr.es/handle/10481/6877

Determinación del nivel de francés como lengua extranjera y tutorización personalizada en la adquisición de competencias lingüísticas en el Grado en Estudios Franceses.

El proyecto de innovación y buenas prácticas docentes titulado “Determinación del nivel de francés como lengua extranjera y tutorización personalizada en la adquisición de competencias lingüísticas en el Grado en Estudios Franceses.” tenía dos objetivos principales: 1. Determinar el nivel de francés como lengua extranjera y diseñar una estrategia de tutorización personalizada en función del nivel de idioma del estudiantado para asegurar la adquisición gradual de las competencias lingüísticas correspondientes al nivel C1+ en el Grado en Estudios Franceses. 2. Fomentar una mayor responsabilización y autonomía del estudiantado en su formación; el desarrollo de la motivación interna del estudiantado; la potenciación de la reflexión acerca de los propios procesos de aprendizaje y la búsqueda de una continuidad en la formación.The Teaching Innovation Project entitled "Determination of the level of French as a foreign language and personalised tutoring in the acquisition of language skills in the Bachelor's Degree in French Studies" had two main objectives: 1. To determine the level of French as a foreign language and to design a personalised tutoring strategy according to the language level of the students to ensure the gradual acquisition of the linguistic competences corresponding to level C1+ in the Degree in French Studies. 2. Encourage greater responsibility and autonomy of students in their training; the development of internal motivation of students; the promotion of reflection on their own learning processes and the search for continuity in their training.Plan FIDO UGR 2020-2022, Unidad de Calidad, Innovación Docente y Prospectiv

L'acquisition de la temporalité en FRL2: étude descriptive de narrations au passé par des apprenants néerlandophones et hispanophones

L’objectif de notre contribution est d’analyser comment des apprenants néerlandophones et hispanophones du français langue étrangère (FR L2) acquièrent la temporalité – plus spécifiquement la référence au passé – et de vérifier dans quelle mesure leurs interlangues se rapprochent de la langue cible ou, au contraire, reflètent de manière plus ou moins fidèle des mécanismes propres à la langue maternelle (L1). Afin de dresser une image aussi complète que possible, nous présenterons d’abord brièvement les notions essentielles à notre étude ainsi que nos hypothèses de recherche et nos données. Nous adopterons, dans notre description, une approche multifactorielle qui intègre l’analyse de différents moyens linguistiques – morphologiques, lexicaux, sémantiques – et qui essaiera de déterminer la raison du choix pour tel ou tel temps verbal du passé. Pour expliquer ces choix possibles, nous vérifierons les hypothèses de la primauté de l’aspect lexical et du transfert de la L1

Vides lexicaux et stratégies de remédiation dans l’interlangue française d’apprenants néerlandophones

Cette contribution vise à décrire la maîtrise du vocabulaire français par des étudiants universitaires néerlandophones et se concentre plus spécifiquement sur les lacunes lexicales qui persistent dans leurs productions écrites, sur les stratégies qu’ils exploitent pour y remédier ainsi que sur les traits qui semblent influencer le choix de la solution. Nous serons ainsi amenées à analyser l’emploi de périphrases et de termes génériques, tout comme l’influence intralinguistique et le poids du moule de la langue maternelle, le néerlandais. Afin de corroborer nos hypothèses, nous ferons une brève comparaison avec quelques narrations rédigées par des locuteurs natifs du français