Les strategies d'apprentissage et l'enseignement precoce dans le contexte Turc: L'exemple de Galatasaray
Öğrenme stratejileri ve Türk eğitiminde erken yaşta yabancı dil öğretimi: Galatasayar örneği
- Tez No: 135257
- Danışmanlar: PROF. DR. FÜSUN ŞAVLI
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Fransız Dili ve Edebiyatı, Education and Training, French Linguistics and Literature
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2002
- Dil: Fransızca
- Üniversite: İstanbul Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Fransız Dili ve Edebiyatı Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 199
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Özet (Çeviri)
AVANT-PROPOS L'enseignement des langues etrangeres aux enfants qui est entre tres tard dans les systemes educatifs des pays europeens et de la Turquie, s'elargit â grande vitesse avec un certain nombre de decisions politiques concernant sa mise en place des I'ecole primaire. Les nouvelles orientations dans Je domaine de didactique des langues etrangeres exigent que l'enseignement se centre sur i'apprenant. Ce qui necessite de s'appuyer sur les traits caracteristiques de chaque apprenant aussi bien au niveau cognitif qu'affectif. Ainsi, ce mouvement de centration sur I'apprenant developpe â partir des annees 1970 a rendu obligatoire d'examiner ce qui se passe chez les apprenants:“comment apprennent-ils? comment reYlechissent-ils? quelles sont les techniques, les strategies qu'ils emploient, de façon consciente ou inconsciente tout au long de teur propre apprentissage?”. Toutes ces questions nous ont oriente vers ie domaine des strategies d'apprentissage pour voir sous un autre aspect Ie role et la place de I'apprenant dans une classe de langue. Ainsi, dans ce travail notre objectif essentiel etant de degager les strategies d'apprentissage utilisees en classe par les enfants ages de 7 ans apprenant Ie français comme premiere langue etrangere, nous nous sommes servi de diverses techniques telles que“observations de classe, questionnaire et entrevue”afin de recueillir des donnees pour sensibiliser les apprenants aux strategies d'apprentissage et pour faire des suggestions aux enseignants dont Ie role est incontestable â cote de I'apprenant. Par ailleurs, les donnees que nous avons obtenues, nous ont permi d'elaborer ie profil des apprenants avec qui nous avons travaille a i'ecole primaire de Galatasaray. Ensuite, en tenant compte de I'idee qu'il faut apprendre aux eleves â apprendre et â se construire une methode de travail en restart conforme aux principes d'une demarche visant la mise en pratique des strategies d'apprentissage en classe de langue, nous avons propose des suggestions d'ordre mGthodologique aux enseignants pour qu'ils modelent les activites d'apprentissage devant les eleves et qu'ils les accompagnent â executer. ABSTRACT The foreign language teaching to the children that entered very late in the education systems of the European countries and Turkey, widens at high speed with a certain number of political decisions concerning its installation as of the primary school. The new orientations in the field of didactic of the foreign languages requires that teaching should be centered on learning. What requires to be pressed on the features characteristic of each learning as well at the cognitive level emotional. Thus, this movement of centration on learning developed as from the years 1970 made compulsory to examine what occurs to learning:“how do they learn? how do they reflect? which are the techniques, the strategies which they employ, in a conscious or unconscious way throughout their own training?”. All these questions directed us towards the field of the strategies of training to see under another aspect the role and the place of learning in a class of language. Thus, in this work our objective essential being to release the strategies of training used in class by the 7 years old children learning French like first foreign language, we were useful ourselves of various techniques such as“observations of class, questionnaire and interview”in order to collect data to sensitize learning them with the strategies of training and to make suggestions with the teachers whose role is undeniable beside learning. In addition, the data which we obtained, were used for us to work out the profile of learning with which we worked at the primary school of Galatasaray. Then, by taking account of the idea that there should be learned how to the pupils to learn and to build a working method while remaining in conformity with the principles of a step aiming at the practical application strategies of training in class of language, we made suggestions of a methodological nature to the teachers so that they model the activities of training in front of the pupils and that they accompany them to carry out. Ill
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