Французский с улыбкой: А.Франс = A. France. La chemise
French language smiling
The purpose of present study is to use analytical activities while reading a literary text to influence to personality of a foreign language learner. The teacher’s tasks are not only to facilitate perceiving, comprehending, memorizing or reproducing processes, but to foreground personal capacities of deep understanding, rethinking and reconsidering as well as to empower reflecting and self-reflecting. The research uses multi-paradigmatic and interdisciplinary approaches; general scientific methods (analyses and syntheses, induction and deduction, comparison, hypothesis method); communicative methods. Research materials are reading assignments, practical activities and exercises being used to analyze English and French literary texts; lexical and semantic analysis, contextual analysis as well as project methodology. Only at the meta-cognitive level the student’s reflective and critical thinking characteristics can be effectively influenced or formed to learn more about their personal nature and essence, their own creative and analytical skills. The students should be able to reflect whether or not he/she comprehends the key ideas of the given literary text, its structure, the motivation of the character. Such activities are transformed into self-assessment activities, performing self-education, self-improving and self-discipling functions. In that sense, the implementation of meta-cognitive strategies gains more and more importance.
French language by fairy tales.
Interaction between professional life, societal evolution and higher education is an important prerequisite for educational literature innovation. It contributes to the personal development of not only a technicalist but a key person meeting challenges of international projects and taking full advantage of a specialized foreign language to obtain the latest information. The study of French by students specializing in landscape architecture and gardening provides opportunities of a cross-cultural approach to the design of gardens and urbanization. The organization of a new textbook for French learners has been discussed, and in particular, the creative tasks requiring an analysis of a large amount of information and compression skills. The creative assignments can be divided into the following groups: 1) Lexical ones, for example: "Make a portrait of a typical landscape designer using the selected text expressions"; "Select the figurative expressions and define their functions in the text"; 2) Translational ones, for example: "Describe the search algorithm for the equivalent of the term "soudure à la louche"; 3) Speech, oral and written, for example: "Describe in writing the design of the garden on the scheme, suggest options for planting"; "Create a professional profile of the famous French designer." Creative activities can become forms of control as well: presentation of Power Point ("Fountains as an element of landscape architecture") with the insertion of pictures and animations; student video ("I am a future landscape designer"); audio recording ("Make a walking guide of a garden"), comics ("Compose a message in the language of flowers"); infograms ("Estimate plants planting"); creative graphic tasks ("Develop a flower bed design”; photo ("Photograph the cut and describe the composition of the soils in the garden"); field surveys (“Make a photo report in supermarkets on the eco-labels and packaging"). To discuss and to defend one's point of view we propose dialogues on the gardening emphasizing communicative units, for example: “Read the microtexts and put them in the form of a dialogue between an enthusiast who decided to plant truffles in Paris and an official who does not want to give permission for such a project”. As the textbook is aimed at mastering modern concepts of landscape design in the Russian and French culture of the 21st century, tasks that relate to the personal participation of students in the life of the University are especially effective. The most important are tasks which require the analysis of a large volume of multilingual information and further compression of the material.
The purpose of the study is to identify the long-term benefits of the video creation for developing students’ professional curiosity and employability skills when learning a foreign language.
Objectives of the research: 1) to study the optimal forms of projects for the formation of speech skills in foreign language and solving intellectual problems; 2) to determine interaction between student and teacher, and the role of the teacher to enhance the student's creativity solving a specific problem; 3) to assess the student’s logical chain of decision-making on the topic choice.
Methods: analysis of the students’ final works, teacher-student discussion, group discussion and evaluation of the project by peers, monitoring the delayed educational impact of the project on the student's activity at the next stage of foreign language learning, monitoring the impact of the work on the evolution of the student’s view of the world.
Materials: French textbook "Landscape Architecture and Horticulture of the 21st Century: Challenges and Imperatives of Our Time"; student final projects.
Results. One hundred and fifty student works in French by Russian students of agrarian specialties of the 2017-2018 academic year have been analysed (made by more than two hundred students, future specialists in various agricultural sectors: agronomy, veterinary and sanitary examination, veterinary medicine, agro-industrial complex, standardization and metrology, land use and cadastres, landscape architecture and horticulture).
Criteria: originality of the idea; quality of filming; strategies for finding the equivalents for Russian terms in French; quality of subtitles (correctness, use of terms), quality of the oral presentation; humor.
Discussion. As the study showed, the students consider the optimal form of projects to be the Power Point presentation with the inclusion of video and audio elements and with subtitles. This form was used for an individual project. This kind of project required much more participation of the teacher in its creation, since this form was chosen by lower-achieving students.
The shooting of a video has been mastered by students: the development of the plot, the preparation of the text, artistic realization. In total, about twenty videos were created; most of them were group videos. From the point of view of the French language learning outcomes, this type of work is the most effective for the formation of speech skills and the solution of intellectual problems.
The poster as form was a completely new kind of activity for students; only one such project was implemented. It did not require any participation of the teacher: the student used tips of various training sites and performed the work perfectly.
During the implementation of the project, we note an increase in the students' creativity. They started by choosing a topic from the text-book, but the course of thought led them to an independent search on the new ground: they treat, through a logical chain, aspects concerning acute problems. For example, forestry – deforestation in France – draining the Shatura marshes in the Moscow region – current manmade fires in the world. Our goal, ideally, is that students are able to communicate in an unconventional professional situation. To do this, they learn to use their own experience and news sites, especially Euronews, for delivering material in a way of compression: abstracts, poster, presentation, subtitles.
The article focuses on the role of the French place names in the formation of motivation of students of linguistic faculties to learn French. Special attention is paid to the extension of background, cultural and historical knowledge of students at the expense of toponymic vocabulary with a focus on historical events, geographical names, national traditions and literary heritage of the French and other peoples.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.