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Linguistic signifying in spontaneous oral interactions and its pedagogical modeling in French as a Foreign Language

法语作为外语的自发口语互动中的语言意指及其教学模式

基本信息

批准号：
22K13162
负责人：
RENOUD LOIC
金额：
$ 1.58万
依托单位：
Okayama University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Early-Career Scientists
财政年份：
2022
资助国家：
日本
起止时间：
2022-04-01 至 2025-03-31
项目状态：
未结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-22K13162/
关键词：
FFL Grammar Microgenesis Past tenses Determiners Videos Material development Oral interactions Multimodality Foreign Language

项目摘要

This project is about conceiving and experimenting pedagogical material which provides learners with “embodied” grammar, using short (2 to 3 seconds) videos of spontaneous interactions (mostly conversations) they will reproduce and comment so that 1) the grammatical forms targeted (determiners and past tenses) are recalled in their context of use and 2) spoken language is experienced with its unique rhythm and melody. Different video excerpts with the targeted forms were selected and two kinds of pedagogical materializations (designed for helping learners to reproduce the segment and to increase their awareness of the grammatical function of the determiners and tenses) were created. The conception of the material mentioned here draws on theoretical work which includes literature reviews on pedagogical visualizations for prosody, pedagogical use of videos of spontaneous interactions in French as a Foreign Language, determiners, and the tense-aspect system (mostly covered during the previous project), as well as the analysis of grammar textbooks for Japanese First Language learners. Further, additional documentation was undertaken on Galperin’s Systemic Theoretical Instruction, Brown’s Microgenetic Theory, and, as a spin-off, Friston and colleagues’ Active Inference. Most of the contents mentioned here appear in an article (in French), “Reproducing spontaneous spoken language for a situated grammar. Material and approach for “un, du, ce, le” and the compound past / imperfect contrast”, a non peer reviewed short report, and 3 communications.

该项目是关于构思和实验教学材料，为学习者提供“体现”语法，使用短（2至3秒）的自发互动（主要是对话）视频，他们将复制和评论，以便1）目标语法形式（限定词和过去时态）在他们的使用环境中被召回，2）口语体验其独特的节奏和旋律。选择了具有目标形式的不同视频摘录，并创建了两种教学物化（旨在帮助学习者重现片段并提高他们对限定词和时态的语法功能的认识）。这里提到的材料的概念借鉴了理论工作，包括对韵律教学可视化的文献综述，法语作为外语的自发互动视频的教学使用，限定词和时体系统（主要在以前的项目中涉及），以及对日语第一语言学习者语法教科书的分析。此外，对Galperin的系统理论指导，Brown的微观遗传理论以及作为副产品的Friston和同事的主动推理进行了额外的文件。这里提到的大部分内容出现在一篇文章（法语）中，“为情境语法再现自发的口语。关于“un，du，ce，le”和复合过去/不完全对比的材料和方法，一份未经同行审查的简短报告和3份来文。