Didacticizing the use of the adapted film in teaching/learning French as a Foreign Language (FLE)
1 Educational science, language didactics, human and social sciences, Higher Normal School of Tetouan, Abdelmalek Essaadi University Tetouan, Morocco.
2 Humanities, National School of Applied Sciences, Abdelmalek Essaadi University Tetouan, Morocco.
3 Computer Science and University Pedagogical Engineering, Higher Normal School of Tetouan, Abdelmalek Essaadi University Tetouan, Morocco.
Review Article
Global Journal of Engineering and Technology Advances, 2024, 19(02), 113–119.
Article DOI: 10.30574/gjeta.2024.19.2.0082
Publication history:
Received on 07 April 2024; revised on 13 May 2024; accepted on 16 May 2024
Abstract:
This essay explores the impact of technological advancements on pedagogical approaches in French as a Foreign Language (FLE) classrooms, emphasizing the necessity of placing the learner at the heart of the learning process of literary texts. In a context marked by increasing challenges in knowledge acquisition, the goal is to cultivate student engagement by providing a stimulating and captivating learning experience. The judicious integration of film supports in FLE classrooms not only merges literature and cinema but also encourages learners to become enlightened consumers of artistic works. Through a range of diversified activities, learners can enhance their linguistic skills and cultural understanding while reigniting their enjoyment for the study of literary texts.
Keywords:
FLE; Literature; ICT; Film support; Adaptation
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0