Study-Unit Description

Study-Unit Description


CODE LHF5005

 
TITLE Stratégies et composantes de l’apprentissage du FLE / Strategies for the Learning of FFL

 
UM LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
MQF LEVEL 7

 
ECTS CREDITS 5

 
DEPARTMENT Languages and Humanities Education

 
DESCRIPTION The study-unit focuses on specific components of the learning of French as a foreign language, and on teaching techniques envisaged to enhance this learning. It deals with methods of developing learner autonomy by helping the learner to develop his/her cognitive and metacognitive strategies (savoir apprendre, savoir apprendre à apprendre).

This will help learners to better prepare, carry out and revise the language tasks they are engaged in. Another teaching strategy tackled in this unit is the use of technology to enhance the learning of French as a foreign language. This unit likewise deals with intercultural pedagogy: how students can bring their learners to observe, listen, and be attentive to others in such a way as to experience otherness by thinking of diversity and not of difference.

Study-Unit Aims:

The study-unit aims to train future teachers of French as a foreign language to develop learning autonomy in their class, leading to language autonomy. This can be achieved through devising a curriculum centered on students' interests and adopting teaching strategies based on authentic interaction. Students are brought to appreciate the difference between learning, an innate ability, and learning to learn, which promotes success and real autonomy but is a complex competence for which learners need to acquire a learning methodology. By helping learners develop metacognitive abilities, teachers facilitate and improve learners' performance in language tasks. The unit also aims to examine the role and place of technology in the development of language autonomy and performance in general.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- practise reflective teaching in devising how to lead learners to break down language tasks in successive, small steps as they learn how to tackle set tasks in the four language skills (reading, writing, speaking, listening).
- compare source and target culture in following an intercultural approach to language and culture learning and teaching.
- analyze the usefulness of different technological tools and activities in the teaching of various language and cultural aspects.

2. Skills:

By the end of the study-unit the student will be able to:
- develop their learners' autonomy so they become more motivated and responsible in their language learning.
- teach language according to an intercultural approach whereby they bring their learners to appreciate cultural diversity.
- effectively apply technological tools and activities in their teaching of French as a foreign language.

Main Text/s and any supplementary readings:

Main Texts:

- Abdallah-Pretceille M., 2011, "La pédagogie interculturelle: entre multiculturalisme et universalisme", Lingvarum Arena, vol. 2, pp. 91-101.
- Barrière I., Emile H., Gella F., 2011, Les TIC, des outils pour la classe, PUF.
- Custers G., Rodier C., 2006, Internet 150 activités, niveau débutant, CLE International.
- Germain C., Netten J., 2006, "Facteurs de développement de l'autonomie langagière en FLE/FLS", HAL Archives Ouvertes. Disponible sur: https://edutice.archives-ouvertes.fr/edutice-00001461v2
- Little D., 2002, Towards greater learner autonomy in the foreign language classroom, Authentik.
- Mangenot F., Louveau E., 2006, Internet et la classe de langue, CLE International.

Supplementary Readings:

- Abdallah-Pretceille M., 1996, "Pour un autre paradigme de la culture: De la culture à la culturalité, pour en finir avec "Babel", dans Education et communication interculturelle, PUF.
- Custers G., Pâquier E., Rodier C., 2004, Internet 150 activités, niveau intermédiaire, CLE International.
- Guir R. (dir.), 2002, Pratiquer les TICE. Former les enseignants et les formateurs à de nouveaux usages, De Boeck.
- Hirschprung N., 2005, Apprendre et enseigner avec le multimédia, Hachette.
- Holec, H., 1997, "Orientations pédagogiques fondamentales", dans Holec, H. Huttunen I. (dirs.), L'autonomie de l'apprenant en langues vivantes - Learner autonomy in modern languages, Editions du Conseil de l'Europe, pp. 13-22.
- Lancien T., 2004, De la vidéo à Internet: 80 activités thématiques, Hachette-FLE.

 
ADDITIONAL NOTES Pre-requisite Qualifications: A first-cycle degree (70 ECTS in the subject area: French)

 
STUDY-UNIT TYPE Lecture

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Sept. Asst Session Weighting
Assignment SEM2 Yes 50%
Examination (2 Hours) SEM2 Yes 50%

 
LECTURER/S Joanne Gauci
Patricia Micallef
Angele Vella Lauwers

 

 
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years.

https://www.um.edu.mt/course/studyunit