Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones

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Monika Ewa Grabowska

Abstrakt

The research concerns a specific learning environment, namely the Institute of Romance Studies at the University of Wrocław, and attempts to address two questions: 1. To what extent do students of French philology currently benefit from the affordances offered to them by modern digital tools, in particular the various video-on-demand platforms, for informal learning of French via French-language films and series? 2. How does this activity stimulate their metacognitive awareness and self-awareness in the area of learning French as a foreign language? To this end, students of French philology took part in a survey which demonstrated that films and series are an important leisure activity, even if French-language titles represent only 21% of what they are watching. However, these films and series are subjected to important metacognitive reflection.

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Grabowska, M. E. (2022). Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones. Glottodidactica. An International Journal of Applied Linguistics, 49(1), 87-106. https://doi.org/10.14746/gl.2022.49.1.06
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Monika Ewa Grabowska, Uniwersytet Wrocławski

Adiunkt w Zakładzie Językoznawstwa Francuskiego Instytutu Filologii Romańskiej Uniwersytetu Wrocławskiego, kierownik Pracowni Dydaktyki Języka Francuskiego, zastępca dyrektora ds. dydaktycznych w kadencji 2012-2016 i 2016-2020.

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