English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Dans la classe de francais langue seconde, le recours a des documents authentiques s’impose desormais. Le film, par exemple, commande de la part de l’enseignant une «pedagogisation» de l’information, un reel besoin de procurer, en classe, des explications et des extraits pour exemplifier l’ecart present entre l’oral et l’ecrit, voire les couleurs locales de la langue orale vehiculee. L’apprenant peut des lors s’immerger dans la langue orale quotidienne et dans ses varietes, saisir que ses couleurs se manifestent dans la richesse du vocabulaire, dans les expressions, dans la prononciation ainsi que dans les referents culturels. A partir d’un extrait du film La grande seduction, le present article offre un cadre de reflexion et d’action ou sont illustrees des particularites du francais oral ainsi que des variations phonetiques et lexicales; ou est exploitee la comprehension orale en debit courant du francais parle quebecois familier.  Mots cles : Documents authentiques, film quebecois, comprehension orale, francais parle quebecois, variations, registres de langue, competence sociolinguistique.  Abstract In the French-as-a-second-language classroom, authentic materials take an important place in the teaching process. Using a movie, for example, requires instructors to scaffold teaching/learning activities in order to make the target language accessible to learners. In the case of using a popular mainstream movie, these activities aim to highlight differences between oral and written language with a view to helping learners appreciate the nuances and richness of “everyday” French spoken in Quebec. These nuances go beyond vocabulary and extend to idiomatic expressions, pronunciation, and cultural referents. In this article, we first describe how an excerpt from the Quebec-made film La Grande Seduction is used as a vehicle for pedagogical reflection. Then, we discuss practical applications of aural/oral activities inspired by “everyday” spoken Quebecois French that draw learners’ attention to the various and distinctive features of the oral language. Key Words: Authentic materials, Quebec-made film, oral comprehension, spoken Quebecois French, language variations, register, sociolinguistic competence

<i>La Grande Séduction</i> pour le français parlé québécois : comment ne pas manquer le bateau