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L’évaluation dans le contexte universitaire chinois : éléments de linguistique et de psycholinguistique pour l’analyse de productions écrites en FLE

Abstract : This research has for objective to study three different practices of evaluation in French as a foreign language in the Chinese university context, to propose orientations to remedy the difficulties of learning. It joins according to a double dynamics, on one side it tries to place the teaching, the learning and the evaluation of French in its cultural, educational, institutional and methodological environment; on other side, it tries to estimate the skill to writing by Chinese learners.The adopted approach is at the same time empirical and interventionist. The empirical model of the evaluation takes for basis the Chinese university. The evaluation takes place with its actors and its actions; it is also structured with two other levels, the national examinations of French in China, and the international examinations that students take for their mobility projects. Developed reflection is based on a corpus of written productions by Chinese students in second year at the university in China. The analysis and evaluation of these productions makes it possible to identify two major difficulties, one related to the written process in the foreign language, the other to the subjective characters involved in the evaluation of a text. The articulation between university, national and international levels implies an interventionist approach, as the aim is to propose paths that can help students to improve their written skills in order to pass their assessment not only at university, but also at national and international level.The research is concerned with the written process in its entirety, it shows that it is necessary to highlight the difficulties of scriptors in second-language writing. It is based on the concepts of evaluation and written communication skills, and on the concepts of coherence, cohesion and connection. In addition, heterogeneous analytical tools are developed from the theories of argumentation to study the intercultural dimension of research. This component implies values, beliefs and attitudes that are not evaluable in the student’s texts but are at the heart of even didactic reflection of teaching and learning a foreign language.
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Submitted on : Monday, December 16, 2019 - 3:37:20 PM
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Petya Ivanova-Fournier. L’évaluation dans le contexte universitaire chinois : éléments de linguistique et de psycholinguistique pour l’analyse de productions écrites en FLE. Linguistique. Université de Lorraine, 2019. Français. ⟨NNT : 2019LORR0114⟩. ⟨tel-02414305⟩



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