{"id":3997,"date":"2024-01-22T07:00:00","date_gmt":"2024-01-22T00:00:00","guid":{"rendered":"https:\/\/efip.ctu.edu.vn\/web\/?p=3997"},"modified":"2024-02-03T22:02:25","modified_gmt":"2024-02-03T15:02:25","slug":"appel-a-contributions-la-gestion-de-lapport-culturel-par-les-technologies-en-didactique-du-fle-enjeux-defis-et-perspectives","status":"publish","type":"post","link":"https:\/\/efip.ctu.edu.vn\/web\/appel-a-contributions-la-gestion-de-lapport-culturel-par-les-technologies-en-didactique-du-fle-enjeux-defis-et-perspectives\/","title":{"rendered":"Appel \u00e0 contributions : La gestion de l\u2019apport culturel par les technologies en didactique du FLE : enjeux, d\u00e9fis et perspectives"},"content":{"rendered":"
\n
\"Appel<\/a><\/figure><\/div>\n\n\n

Pour le num\u00e9ro 85\u00a0de la revue\u00a0Revue TDFLE (Travaux de didactique du fran\u00e7ais langue \u00e9trang\u00e8re<\/em>), les coordinatrices Eleonora Marzi (Universit\u00e0 Alma Mater Studiorum Bologna) et Silvia Domenica Zollo (Universit\u00e0 degli Studi di Napoli Parthenope) d\u00e9sirent faire un \u00e9tat des lieux des m\u00e9thodologies et des exploitations des ressources et des technologies num\u00e9riques dans le cadre de l\u2019enseignement du FLE pour la gestion du contenu culturel des mots. <\/p>\n\n\n\n

\n

Inspir\u00e9s par les concepts de\u00a0cultur\u00e8me<\/em>\u00a0(Pamies 2017) et des mots \u00e0 charge culturelle partag\u00e9e (Galisson 2000), nous promouvons l\u2019id\u00e9e que les mots d\u2019une langue sont des activateurs de r\u00e9seaux s\u00e9mantiques culturels qui influencent la formation de l\u2019imaginaire d\u2019une langue-culture donn\u00e9e. Relevant de la comp\u00e9tence interculturelle et socioculturelle, cet aspect peut et doit \u00eatre trait\u00e9 au niveau technologique\u00a0: il devrait \u00eatre possible \u2013 nous semble-t-il \u2013 d\u2019exp\u00e9rimenter des parcours didactiques, des pistes des recherches o\u00f9 la gestion num\u00e9rique de l\u2019aspect culturel puisse \u00eatre centrale dans l\u2019apprentissage d\u2019une langue \u00e9trang\u00e8re.\u00a0L\u2019interpr\u00e9tation correcte et la gestion s\u00e9mantique des mots \u00e0 charge culturelle partag\u00e9e, des\u00a0realia<\/em>\u00a0ou des expressions idiomatiques, en tant que sites lexicaux \u00e0 haute concentration culturelle, devient n\u00e9cessaire pour le d\u00e9veloppement des comp\u00e9tences interculturelles et socioculturelles.<\/p>\nEleonora Marzi (Universit\u00e0 Alma Mater Studiorum Bologna) et Silvia Domenica Zollo (Universit\u00e0 degli Studi di Napoli Parthenope)<\/cite><\/blockquote>\n\n\n\n

Axes de recherches<\/h2>\n\n\n\n

1) Quelles sont les comp\u00e9tences d\u00e9velopp\u00e9es par les \u00e9l\u00e8ves et celles dont les enseignants ont besoin ? Du point de vue des enseignants, quelles comp\u00e9tences interculturelles d\u2019une part et technologiques d\u2019autre part doivent-ils poss\u00e9der ? Comment faire percevoir aux apprenants les relations entre langue et culture ? Comment int\u00e9grer dans son enseignement via le num\u00e9rique le montage des comp\u00e9tences de mise en relations des r\u00e9f\u00e9rences et des savoirs avec la langue ? Comment l\u2019enseignent doit rendre les apprenants capables d\u2019\u00e9tablir des relations, se forger des r\u00e9seaux conceptuels riches, c\u2019est-\u00e0-dire pr\u00e9cis\u00e9ment des r\u00e9seaux o\u00f9 les \u00e9l\u00e9ments sont mis en relation pertinente pour la compr\u00e9hension profonde des realia<\/em>, des et \u2013 plus en g\u00e9n\u00e9ral \u2013 des lexies porteuses de concepts ou \u00e0 charge culturelle partag\u00e9e ?<\/p>\n\n\n\n

2) Comment les pratiques num\u00e9riques translinguistiques et la didactique de la traduction peuvent-elles b\u00e9n\u00e9ficier de ces r\u00e9flexions m\u00e9thodologiques ? Quels sont les enjeux \u00e9pist\u00e9mologiques pour la gestion num\u00e9rique de l’aspect culturel en contexte bi ou multilingue?<\/p>\n\n\n\n

3) Comment est-il possible de mod\u00e9liser des informations terminologiques culturellement charg\u00e9es \u00e0 l\u2019aide d\u2019ontologies informatiques\u00a0? Et est-il possible d\u2019utiliser le paradigme r\u00e9cent de l\u2019ontoterminologie (Roche 2012) qui distingue, en les reliant, le plan de l\u2019information linguistique de celui de la formalisation conceptuelle\u00a0? Quelles autres ouvertures m\u00e9thodologiques \u00e0 vis\u00e9e didactique sont possibles\u00a0? Comment int\u00e9grer du \u00ab\u00a0sens\u00a0culturel\u00a0\u00bb aux dispositifs technologiques\u00a0? Peuvent-ils \u00eatre un mode d\u2019acc\u00e8s \u00e0 la culture\u00a0? Quelles sont les r\u00e9f\u00e9rences indispensables \u00e0 la constitution de r\u00e9seaux conceptuels et d\u2019ontologies lexiculturelles\u00a0?<\/p>\n\n\n\n

<\/p>\n\n\n\n

Soumission des propositions\u00a0<\/strong><\/h2>\n\n\n\n

Les propositions d’articles complets<\/strong> sont \u00e0 soumettre d\u2019ici le\u00a031 ao\u00fbt 2024\u00a0<\/strong>\u00e0 la revue<\/strong> TDFLE<\/strong>. Pour cela, vous devez vous\u00a0inscrire pour obtenir un compte utilisateur<\/a>\u00a0sur la plateforme Numerev.<\/p>\n\n\n\n

Les propositions devront respecter le mod\u00e8le ci-dessous, fourni par la revue : T\u00e9l\u00e9charger le mod\u00e8le d’article<\/a>.<\/p>\n\n\n\n

<\/p>\n\n\n\n

Pour plus d’informations : https:\/\/revue-tdfle.fr\/appels-a-contribution\/206-revue-85-la-gestion-de-l-apport-culturel-par-les-technologies-en-didactique-du-fle-enjeux-defis-et-perspectives<\/a><\/p>\n\n\n\n

\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"

Pour le num\u00e9ro 85\u00a0de la revue\u00a0Revue TDFLE (Travaux de didactique du fran\u00e7ais langue \u00e9trang\u00e8re), les coordinatrices Eleonora Marzi (Universit\u00e0 Alma …
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