Titre :	دور الأغنية والموسيقى في تنشيط التفاعل اللفظي في مجال تعليمية العربية للأجانب المبتدئين : دراسة حالة فوج طلبة طنزانيين
Type de document :	texte imprimé
Auteurs :	محمود بدوي, Auteur ; عبد الله بوخلخال, Directeur de thèse
Editeur :	جامعة الإخوة منتوري قسنطينة
Année de publication :	2016
Importance :	346 ورقة.
Format :	30 سم.
Note générale :	2نسخ موجودة مكتبة المركزية
Langues :	Arabe (ara)
Catégories :	Arabe الأدب العربي
Tags :	اللسانيات التطبيقية  أغنية  موسيقى  التفاعل اللفظي  طلبة الطنزانيين  تعليمية العربية  Chanson  musique  intéraction verbale  étudiants Tanzaniens  didactique de l'arabe  song  Music  verbal interaction  Tanzanian learners  Teaching arabic  Language teaching
Index. décimale :	810 أدب عربي
Résumé :	Song and music are highly evocative. In the language classroom, they provide variety, fun, elegance, warmth and serenity. Creating a joyful and relaxing setting, they entertain the learner , speak to his emotions, sensations, dreams, childhood remembrances, capture his imagination as Piaf captured her elegant and handsome ”Milord” , the “Jolie” fruit salad charmed Bourville or the lovely Helene hypnotized Aznavour who, to warm her, burnt home furniture except the bed !. Fascinated and spellbound by the beauty and strength of this thrilling, tasty and amusing musical discourse, terribly inspiring, always changing and colorful, the learner feels an irresistible desire to whisper his emotions, to communicate, to interact with his classmates. Precisely, this research attempts to explore these astonishing potentialities of song and music, and their role in stimulating verbal interaction in the beginning foreign Arabic classroom where, surprisingly, these two wonderful pedagogical tools remain until now ignored. Our hypothesis suggests that if song and music are used creatively, they would stimulate classroom interaction. To test this hypothesis, we exploited a variety of Algerian, Maghrebin and oriental songs and pieces of music with two Tanzanian learner groups, through twenty two sessions. The analysis of the recorded learners interactions, the two interviews conducted with the first group and the questionnaire handed to the second one, attested the powerful evocative and stimulating role of song and music. The communication, learning and discourse strategies used by our learners showed their deep involvement during classroom interactions. In the light of these findings showing the successful interactional role of song and music ,we can say that our hypothesis is confirmed.
Diplôme :	Doctorat en sciences
En ligne :	../theses/arabe/ABAD4123.pdf
Format de la ressource électronique :	pdf
Permalink :	index.php?lvl=notice_display&id=10246

دور الأغنية والموسيقى في تنشيط التفاعل اللفظي في مجال تعليمية العربية للأجانب المبتدئين : دراسة حالة فوج طلبة طنزانيين [texte imprimé] / محمود بدوي, Auteur ; عبد الله بوخلخال, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 346 ورقة. ; 30 سم.
2نسخ موجودة مكتبة المركزية

Langues : Arabe (ara)

Catégories :	Arabe الأدب العربي
Tags :	اللسانيات التطبيقية  أغنية  موسيقى  التفاعل اللفظي  طلبة الطنزانيين  تعليمية العربية  Chanson  musique  intéraction verbale  étudiants Tanzaniens  didactique de l'arabe  song  Music  verbal interaction  Tanzanian learners  Teaching arabic  Language teaching
Index. décimale :	810 أدب عربي
Résumé :	Song and music are highly evocative. In the language classroom, they provide variety, fun, elegance, warmth and serenity. Creating a joyful and relaxing setting, they entertain the learner , speak to his emotions, sensations, dreams, childhood remembrances, capture his imagination as Piaf captured her elegant and handsome ”Milord” , the “Jolie” fruit salad charmed Bourville or the lovely Helene hypnotized Aznavour who, to warm her, burnt home furniture except the bed !. Fascinated and spellbound by the beauty and strength of this thrilling, tasty and amusing musical discourse, terribly inspiring, always changing and colorful, the learner feels an irresistible desire to whisper his emotions, to communicate, to interact with his classmates. Precisely, this research attempts to explore these astonishing potentialities of song and music, and their role in stimulating verbal interaction in the beginning foreign Arabic classroom where, surprisingly, these two wonderful pedagogical tools remain until now ignored. Our hypothesis suggests that if song and music are used creatively, they would stimulate classroom interaction. To test this hypothesis, we exploited a variety of Algerian, Maghrebin and oriental songs and pieces of music with two Tanzanian learner groups, through twenty two sessions. The analysis of the recorded learners interactions, the two interviews conducted with the first group and the questionnaire handed to the second one, attested the powerful evocative and stimulating role of song and music. The communication, learning and discourse strategies used by our learners showed their deep involvement during classroom interactions. In the light of these findings showing the successful interactional role of song and music ,we can say that our hypothesis is confirmed.
Diplôme :	Doctorat en sciences
En ligne :	../theses/arabe/ABAD4123.pdf
Format de la ressource électronique :	pdf
Permalink :	index.php?lvl=notice_display&id=10246