Thèse soutenue

La notion d'affectivité dans une perspective de didactique du français langue étrangère
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Auteur / Autrice : Valérie Lemeunier
Direction : Louis Porcher
Type : Thèse de doctorat
Discipline(s) : Français langue étrangère
Date : Soutenance en 1994
Etablissement(s) : Paris 3

Mots clés

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Résumé

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If education does not systematically reach its aims, it is because it does not take into account the essence and the exi of human beings. The ideology transmitted by the greatest pedagogues, from the beginning to the present, focuses on the notions of freedom, equality, identity and affectivity. Nevertheless, these notions remain in the theorie field. Even th teachers, and more especially those of french as a second language, are neglected by the state power, it is expected of to solve social problems. School failure is increasing because obstacles to teaching learning are becoming more and more important. To be a teacher becomes sacerdotal, then one can question the origins of such a vocation. No doubt that teach general. Affectivity and the lack of affectivity outline the parts a professor is willing to play, parallel to the funct imposed by the profession itself. At all times, by any means, students have learnt french. Methodological evolution does not provide better results by itself ; however it guarantees the adequacy between the techniques of teaching and the evolution of society itself. The inaccuracy which can sometimes be noticed between school and society comes from a certa lack of concerns for the necessity of methodological diversity. Now it happens that publics are plural. Pedagogic evolut must make a point in following social evolution. The method focused on the student and his her sociocultural surrondings imposes itself more than ever when the public claims its diversity. This makes it necessary to take into consideration t affective dimension. The reasons for motivation and demotivation are diverse and are closely linked to the affective parameter.