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Master Thesis

Le paradigme énactif dans l’enseignement du FLE/FLS : une conscientisation de l’altérité

Abstract : To what extent would the use of an enactive approach in the classroom allow awareness of alterity with the learners and the teacher ? Would it be immediate ? What would be the cognitive consequences for each player ? This research proposes to situate the teaching-learning of FFL/FSL – intended for migrants – within the paradigm of enaction (developed by Varela). Through deep reflection on alterity, the author seeks to understand if the use of such an approach plays a role in cognition. The study presented here also attempts to show the development of extralinguistic skills – which can be assimilated by both the learners and the teacher – in addition to the acquisition of French thanks to the invention and implementation of language activities.
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Master Thesis
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Submitted on : Thursday, May 6, 2021 - 3:09:42 PM
Last modification on : Tuesday, October 19, 2021 - 10:58:41 AM
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  • HAL Id : dumas-03219593, version 1


Thomas Li Ma Wei. Le paradigme énactif dans l’enseignement du FLE/FLS : une conscientisation de l’altérité. Linguistique. 2020. ⟨dumas-03219593⟩



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