{"id":74155,"date":"2021-10-12T16:20:56","date_gmt":"2021-10-12T13:20:56","guid":{"rendered":"https:\/\/azbuki.bg\/?p=74155"},"modified":"2021-10-12T16:20:56","modified_gmt":"2021-10-12T13:20:56","slug":"la-didactique-du-fle-a-la-croisee-des-sciences-cognitives-et-discursives","status":"publish","type":"post","link":"https:\/\/strategies.azbuki.bg\/en\/uncategorized\/la-didactique-du-fle-a-la-croisee-des-sciences-cognitives-et-discursives\/","title":{"rendered":"The Didactics Of Ffl At The Crossroads \nOf Cognitive Linguistics And Discursive Language"},"content":{"rendered":"<p><strong>1) Elena G. Tareva 1), Elena Porshneva 2), Indira Abdulmianova\u00a0<\/strong><br \/>\n<em>1) Head of Institute of Foreign Languages \nMoscow City University \nMoscow, Russia<\/em><br \/>\n<em>2) Higher School of Translation and Interpreting\nLinguistics University of Nizhny Novgorod\nNizhny Novgorod, Russia<\/em><\/p>\n<p><a href=\"https:\/\/doi.org\/10.53656\/for21.32dida\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.53656\/for21.32dida<\/a><\/p>\n<p><strong>Abstract.<\/strong> The interdisciplinary aspect of Language teaching allows it to always remain in the active phase of its development. This communication aims to analyze the variants of coexistence of the acquired knowledge of several sciences in the organization of the teaching of modern languages. The authors study the epistemological origins of the current processes guiding the functioning of the teaching of French as a foreign language, analyze key concepts, which emergence is due to the combination of ideas from different fields, and share experiences of teaching French based on the interaction of avant-garde approaches. The recourse to the theory of language activity, cognitive and discursive sciences, emerged in this new anthropocentric paradigm where the learner is placed at the center of the educational process, reshapes the methodological pillars of the didactics of FFL, namely its object, its objectives. , its content and methods. At the same time, these areas offer tools for building a language teaching system best suited to current axiological values.<br \/>\n<em>Keywords:<\/em> language teaching; interdisciplinarity; anthropocentric educational paradigm; education axiology<\/p>\n<a href=\"https:\/\/strategies.azbuki.bg\/en\/member-login\/\">Log in to read the full text<\/a>","protected":false},"excerpt":{"rendered":"<p>1) Elena G. Tareva 1), Elena Porshneva 2), Indira Abdulmianova\u00a0 1)Universit\u00e9 p\u00e9dagogique municipale de Moscou \u2013 Moscou (Russie) 2)Universit\u00e9 linguistique de Nijni Novgorod \u2013 Nijni Novgorod (Russie) https:\/\/doi.org\/10.53656\/for21.32dida R\u00e9sum\u00e9. L\u2019aspect interdisciplinaire de la didactique des langues lui permet de rester toujours en phase active de son d\u00e9veloppement. La pr\u00e9sente communication vise \u00e0 analyser les variantes [&hellip;]<\/p>","protected":false},"author":124332423426818,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":{"subtitle":"","format":"standard","video":"","gallery":"","source_name":"","source_url":"","via_name":"","via_url":"","override_template":"0","override":[{"single_blog_custom":"","parallax":"0","fullscreen":"0","sidebar":"","second_sidebar":"","sticky_sidebar":"0","share_position":"","share_float_style":"","show_share_counter":"0","show_view_counter":"0","show_featured":"0","show_post_meta":"0","show_post_author":"0","show_post_author_image":"0","show_post_date":"0","post_date_format":"","post_date_format_custom":"","show_post_category":"0","show_post_reading_time":"0","post_reading_time_wpm":"","show_post_tag":"0","show_prev_next_post":"0","show_popup_post":"0","number_popup_post":"1","show_author_box":"0","show_post_related":"0","show_inline_post_related":"0"}],"override_image_size":"0","image_override":[{"single_post_thumbnail_size":"","single_post_gallery_size":""}],"trending_post":"0","trending_post_position":"","trending_post_label":""},"jnews_primary_category":{"id":""}},"categories":[1],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.7 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>La didactique du FLE \u00e0 la crois\u00e9e des sciences cognitives et discursives - \u0410\u0437-\u0431\u0443\u043a\u0438<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/azbuki.bg\/en\/uncategorized\/la-didactique-du-fle-a-la-croisee-des-sciences-cognitives-et-discursives\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"La didactique du FLE \u00e0 la crois\u00e9e des sciences cognitives et discursives - \u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"og:description\" content=\"1) Elena G. Tareva 1), Elena Porshneva 2), Indira Abdulmianova\u00a0 1)Universit\u00e9 p\u00e9dagogique municipale de Moscou \u2013 Moscou (Russie) 2)Universit\u00e9 linguistique de Nijni Novgorod \u2013 Nijni Novgorod (Russie) https:\/\/doi.org\/10.53656\/for21.32dida R\u00e9sum\u00e9. L\u2019aspect interdisciplinaire de la didactique des langues lui permet de rester toujours en phase active de son d\u00e9veloppement. 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Tareva 1), Elena Porshneva 2), Indira Abdulmianova\u00a0 1)Universit\u00e9 p\u00e9dagogique municipale de Moscou \u2013 Moscou (Russie) 2)Universit\u00e9 linguistique de Nijni Novgorod \u2013 Nijni Novgorod (Russie) https:\/\/doi.org\/10.53656\/for21.32dida R\u00e9sum\u00e9. L\u2019aspect interdisciplinaire de la didactique des langues lui permet de rester toujours en phase active de son d\u00e9veloppement. La pr\u00e9sente communication vise \u00e0 analyser les variantes [&hellip;]","og_url":"https:\/\/azbuki.bg\/en\/uncategorized\/la-didactique-du-fle-a-la-croisee-des-sciences-cognitives-et-discursives\/","og_site_name":"\u0410\u0437-\u0431\u0443\u043a\u0438","article_publisher":"https:\/\/www.facebook.com\/Azbuki55\/","article_published_time":"2021-10-12T13:20:56+00:00","author":"v.genkov@azbuki.bg","twitter_card":"summary_large_image","twitter_misc":{"Written by":"v.genkov@azbuki.bg","Est. reading time":"1 minute"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/azbuki.bg\/en\/uncategorized\/la-didactique-du-fle-a-la-croisee-des-sciences-cognitives-et-discursives\/#article","isPartOf":{"@id":"https:\/\/azbuki.bg\/en\/uncategorized\/la-didactique-du-fle-a-la-croisee-des-sciences-cognitives-et-discursives\/"},"author":{"name":"v.genkov@azbuki.bg","@id":"https:\/\/azbuki.bg\/en\/#\/schema\/person\/92cc38d6a11fb032bf6299efd22a71c5"},"headline":"La didactique du FLE \u00e0 la crois\u00e9e des sciences cognitives et discursives","datePublished":"2021-10-12T13:20:56+00:00","dateModified":"2021-10-12T13:20:56+00:00","mainEntityOfPage":{"@id":"https:\/\/azbuki.bg\/en\/uncategorized\/la-didactique-du-fle-a-la-croisee-des-sciences-cognitives-et-discursives\/"},"wordCount":250,"publisher":{"@id":"https:\/\/azbuki.bg\/en\/#organization"},"inLanguage":"en-US"},{"@type":"WebPage","@id":"https:\/\/azbuki.bg\/en\/uncategorized\/la-didactique-du-fle-a-la-croisee-des-sciences-cognitives-et-discursives\/","url":"https:\/\/azbuki.bg\/en\/uncategorized\/la-didactique-du-fle-a-la-croisee-des-sciences-cognitives-et-discursives\/","name":"La didactique du FLE \u00e0 la crois\u00e9e des sciences cognitives et discursives - 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