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Comparative analysis on Chinese FL didactics : an exploratory study into methodological approaches, teaching strategies and materials between Italy and France

Abstract : Over the last few decades, Chinese as a Foreign Language (CFL) has become a prominent component in French and Italian educational contexts. This increasing trend is revealed by the huge number of universities, private institutions and, in recent times, secondary schools having activated CFL courses, probably in response to the growing interest in Asian studies by learners of all ages.Despite quite extensive research has been conducted across Europe, data on CFL teaching approaches, methodologies and techniques in Italian educational circles are still far from being exhaustive. In the mainframe of this fragmentary scenery, our exploratory study intends to look through the various didactic perspectives to CFL, comparing the Italian and the French regulatory and methodological frameworks. The choice is mainly motivated by social and cultural contiguity of the two countries, the long experimentation conducted on the French side over didactic approaches and tools, and finally, by the typological proximity of learners’ cultural and linguistic backgrounds with regard to CFL.Our analysis includes two different levels of education (academic education and secondary education) in the target countries and examines the various factors having impacted on the teaching and learning processes through a comparative approach. In particular the study intends to reveal the social and historical backgrounds which contributed to disciplinise and standardise CFL in France and Italy, analysing players and relationships involved in teaching-learning processes. Moreover, it aims at exploring the methodological approaches and perspectives developed for CFL teaching, highlighting divergences and analogies.As for this last point, we first considered the major approaches overtly adopted for L2 teaching over the last century, then focused on those specifically adapted to CFL teaching and learning needs, such as character thresholds (SMIC, Bellassen), character-based model (字本位) and word-based model (词本位), speaking-writing separation/disjunction (Hoa, Allanic), communicative approach, action-oriented approach (Arslangul, Gabbianelli), unipolar method (Masini) and others.All these methodological approaches have been analysed from two angles, a theoretical angle supported by psycholinguistic, motivational and acquisitional studies, a second more pragmatic angle which focused on the way reference textbooks (C’est du Chinois; Ni shuo ba; Le chinois…comme en Chine; Méthode d’Inititation à la Langue et à l’Ecriture Chinoises; Parliamo Cinese; Parla e scrivi in cinese; Il cinese per gli italiani etc…) and teaching practice assimilated and integrated these approaches. A great contribution to this last section has been provided by class observation, surveys and questionnaires submitted to learners, and a case study exploring the impact of a couple of web tools on CFL learning outcomes.
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Submitted on : Monday, July 5, 2021 - 9:11:12 AM
Last modification on : Monday, October 18, 2021 - 11:22:02 AM
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Tommaso Rossi. Comparative analysis on Chinese FL didactics : an exploratory study into methodological approaches, teaching strategies and materials between Italy and France. Linguistics. Université Grenoble Alpes [2020-..]; Università Ca' Foscari (Venise, Italie), 2021. English. ⟨NNT : 2021GRALL005⟩. ⟨tel-03277778⟩

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