Calenda - Quand les 茅motions parlent : enjeux linguistiques et didactiques en fran莽ais langue 茅trang猫re (FLE)

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l’enseignement des langues sous différents angles : engagement et motivation des apprenants, posture enseignante, intégration des ém..." /> <meta property="og:image" content="https://calenda.org/images/favicon_150x150.png" /> <meta name="DC.rights" content="https://creativecommons.org/publicdomain/zero/1.0/" /> <meta name="viewport" content="width=device-width, initial-scale=1, shrink-to-fit=no"></head> <body> <div id="ob-breadcrumb" class="ob-breadcrumb-calenda"> <div class="container"> <a href="https://calenda.org">Accueil</a><a href=""><span>Quand les 茅motions parlent : enjeux linguistiques et didactiques en fran莽ais langue 茅trang猫re (FLE)</span></a> </div> </div> <div id="wrapper"> <div id="content"> <script type="text/javascript" src="js/jquery.js"></script> <script type="text/javascript" src="js/jquery-ui-1.8.17.custom.min.js"></script> <script type="text/javascript" src="js/jquery.form.js"></script> <script type="text/javascript" src="js/jquery.ui.datepicker-fr.js"></script> <script type="text/javascript" src="js/jquery.ui.datepicker-de.js"></script> <script type="text/javascript" src="js/jquery.ui.datepicker-en.js"></script> <script type="text/javascript" src="js/jquery.ui.datepicker-pt.js"></script> <script type="text/javascript" src="js/jquery.ui.datepicker-es.js"></script> <script type="text/javascript" src="js/jquery.sprintf.js"></script> <script type="text/javascript" src="js/calenda.js"></script> <script type="text/javascript" src="js/common.js"></script> <div class="colwrapper"> <div id="icon" class="column"> <h2><a href="search?primary=ftype&ftype=40">Appel 脿 contribution</a><span><a href="search?primary=fsubject&fsubject=267">Langage</a></span></h2> <div id="tabledates"> <h2>Dates</h2> <div class="list_dates"> <div class="unique_date highlight"> <div class="day"><a href="search.html?primary=fdate&fyear=2025&fmonth=04&fday=28">28</a></div> <div class="month"><a href="search.html?primary=fdate&fyear=2025&fmonth=04">avr</a></div> <div class="year"><a href="search.html?primary=fdate&fyear=2025">2025</a></div> </div> </div> </div> <div id="listcategories"> <h2>Cat茅gories</h2> <ul> <li><a href="search?primary=fsubject&fsubject=268">Linguistique</a></li> <li><a href="search?primary=fsubject&fsubject=285">Sciences de l'茅ducation</a></li> </ul> </div> </div> <div id="document" class="column"> <div id="main"> <div class="titles"> <h1 class="origt"><a href="1245556">Quand les 茅motions parlent : enjeux linguistiques et didactiques en fran莽ais langue 茅trang猫re (FLE)</a></h1> </div> <div class="mapuce2">*  *  *</div> <p id="pubdate"> Publi茅 le mercredi 26 mars 2025 </p> <div id="texte"> <div id="resume"> <p class="intitule">R茅sum茅</p> <div id="resume-1245556-fr" class="tabContent" lang="fr" xml:lang="fr"> <p class="MsoNormal" style="text-align: left;">Cette journée d’étude vise à explorer la place des émotions dans l’enseignement des langues sous différents angles : engagement et motivation des apprenants, posture enseignante, intégration des émotions dans la conception des séquences pédagogiques et émotions et communication interculturelle. À travers ces trois perspectives, cette journée d’étude invite à une réflexion approfondie sur la place des émotions en didactique du français langue étrangère (FLE) en croisant les regards entre didacticiens, linguistes, psychologues. Les chercheurs, enseignants de langues et praticiens dans le domaine de l’enseignement des langues sont invités à soumettre des propositions de communication portant sur ces thèmes.</p> </div> </div> <div id="annonce"> <p class="intitule">Annonce</p> <div id="annonce-1245556-fr" class="tabContent" lang="fr" xml:lang="fr"> <h1>Argumentaire</h1> <p dir="ltr" style="text-align: left;">La place des émotions dans l’acquisition et l'enseignement des langues a longtemps été reléguée à un rôle secondaire dans les recherches en didactique du FLE, souvent perçue comme périphérique face aux processus cognitifs et linguistiques. Pourtant, des travaux en neurosciences (Damasio, 1994) et en psychologie de l’apprentissage (Schumann, 1997 ; Dörnyei, 2005) ont mis en évidence le rôle central des émotions dans la motivation, la mémorisation et l’engagement des apprenants. La question des émotions en didactique des langues n’est pas nouvelle, mais elle a pris une place croissante dans les réflexions contemporaines, notamment à travers des recherches sur la gestion des émotions en classe (Astolfi, 2008 ; Blanchet & Chardenet, 2011) et sur la posture des enseignants face aux dynamiques émotionnelles (Arnold, 1999 ; Méndez López & Peña Aguilar, 2013). L’intégration des dimensions affectives dans les approches didactiques apparaît ainsi comme un levier essentiel pour favoriser un apprentissage plus engageant et efficace (Candelier, 2008).  Ces résultats invitent à repenser les modèles didactiques traditionnels et à interroger la place de l’affectif dans l’enseignement du FLE. </p> <p dir="ltr" style="text-align: left;">L’approche communicative (Hymes, 1972 ; Galisson & Coste, 1976) a permis d’intégrer la dimension interactionnelle de la langue, mais la question de l’émotion demeure encore peu explorée dans les pratiques enseignantes. À l’inverse, les approches dites holistiques (Berdal-Masuy, 2018 ; Le Cunff, 2019) placent l’affect au c&oelig;ur des dispositifs pédagogiques, soulignant l’importance d’un apprentissage qui engage l’apprenant dans sa globalité (cognition, émotion, corps et interaction sociale). Dès lors, doit-on encore concevoir une didactique qui mettrait les émotions au second plan ? Faut-il les considérer comme un simple facteur facilitateur, ou bien les placer au centre de la réflexion didactique du FLE ?</p> <h2 dir="ltr">Axes</h2> <p dir="ltr" style="text-align: left;">Cette journée d’étude propose d’explorer ces questions à travers trois axes  : </p> <h3 dir="ltr">Axe 1 : Émotions et apprentissage  : comment favoriser la confiance et la motivation des apprenants allophones en contexte de FLE ?</h3> <p dir="ltr" style="text-align: left;">La vulnérabilité des apprenants Allophones (dont la langue maternelle est différente de la langue d'enseignement) peut impacter leur motivation, leur confiance en soi et freiner l’apprentissage d’une langue étrangère.  En effet, ils ont souvent tendance à se décourager, à perdre leur motivation lorsqu’ils n’arrivent pas à apprendre une leçon ou une notion.  Selon l’étude de Pekrun et Al. (2011)  l’échec provoque des émotions comme l’anxiété, la honte, la tristesse, la colère, la déception et la détresse. Le regard négatif porté par les élèves sur leurs propres émotions les amènent à masquer leurs ressentis pour ne pas être considérés comme “faibles” par leurs pairs (Marsollier : 2023). Les jeunes allophones peuvent se retrouver dans une position d'insécurité et de stress, ce qui peut affecter leur motivation, leur confiance en soi et leur capacité à apprendre efficacement. La gestion des émotions et la prise en compte de ces éléments dans l’apprentissage sont essentielles pour favoriser un environnement d'apprentissage positif et stimulant.(Guedat, 2024) Il devient donc crucial de créer des espaces d'expression émotionnelle et de soutien pour permettre aux apprenants de surmonter les obstacles psychologiques et sociaux qu'ils peuvent rencontrer. </p> <p dir="ltr" style="text-align: left;">Les communications sur cet axe peuvent porter sur des dispositifs favorisant la confiance et la motivation des apprenants allophones, comme l’utilisation des émotions dans l’évaluation, la création de climats de classe bienveillants, ou encore des pratiques pédagogiques visant à valoriser l’expression émotionnelle des élèves en langue cible.</p> <h3 dir="ltr">Axe 2 :  Emotions et posture enseignante : Comment prendre en compte et intégrer les émotions dans son enseignement ?</h3> <p dir="ltr" style="text-align: left;">Dans l’enseignement du FLE, la gestion des émotions des apprenants constitue un enjeu central pour les enseignants. Il ne s’agit pas seulement de transmettre des savoirs linguistiques, mais aussi de créer un environnement d’apprentissage où l’affect joue un rôle moteur. En effet, les émotions sont au c&oelig;ur des interactions humaines et influencent directement la motivation, la mémorisation et l’engagement des apprenants (Françoise Berdal-Masuy, 2018). Ainsi, elles peuvent être envisagées non plus comme un simple facteur externe, mais comme un levier pédagogique essentiel.</p> <p dir="ltr" style="text-align: left;"> Dès lors, il apparaît nécessaire de repenser les stratégies pédagogiques afin d’y intégrer des approches qui sollicitent l’émotion des apprenants. Nous encourageons les contributions qui analyseront le rôle des émotions dans la posture enseignante et qui proposeront des pistes concrètes pour une approche intégrant pleinement l’affectivité à la transmission des langues (jeux de rôle, théâtre, narration, interactions authentiques, expressions des émotions dans la langue cible…) Cette réflexion nous permettra d’enrichir notre compréhension des liens entre émotions, motivation et apprentissage linguistique.</p> <h3 dir="ltr">Axe 3 : Émotions et communication interculturelle : les différences culturelles dans l’expression et la compréhension des émotions en contexte FLE </h3> <p dir="ltr" style="text-align: left;">Quelle est la place de la langue source par rapport à la compréhension des émotions lorsque l’on apprend une langue étrangère ?</p> <p dir="ltr" style="text-align: left;">L’expression et l’interprétation des émotions varient selon les langues et les cultures, ce qui peut créer des malentendus en contexte d’enseignement du français langue étrangère. Catherine Kerbrat-Orecchioni (1980 : 80) considère les émotions comme inhérentes à la subjectivité du langage, qui se manifeste dans le choix des mots et oriente la perception du récepteur. Le langage transmet ainsi les émotions et influence l’interprétation en langue étrangère. Dans cette perspective,  Patricia von Münchow (2013) souligne que le langage ne reflète pas seulement les émotions, mais les façonne selon des choix culturels. Certaines d’entre elles, comme la colère ou la tristesse, sont plus ou moins acceptables selon les contextes, influençant l’expression des locuteurs. Prendre en compte ces facteurs permettrait d’éviter les malentendus et d’améliorer la compréhension interculturelle entre les apprenants.</p> <p dir="ltr" style="text-align: left;">L’émotion n'est pas un phénomène universel, mais se situe toujours dans un cadre socioculturel et temporel précis, et varie en fonction de la langue et de la culture dans lesquelles elle s’exprime. Selon Georgeta Cislaru (2020), les émotions ne se limitent pas à des "réactions individuelles", mais s’inscrivent également dans des "pratiques sociales". Elles sont influencées par des normes sociales qui en façonnent l’expression, et cette expression a un impact sur le groupe, qu'elle soit attendue ou non, et qu'elle soit exprimée de la manière attendue ou pas.</p> <p dir="ltr" style="text-align: left;">Ainsi, cette variabilité dans l’expression des émotions selon la langue et la culture constitue par conséquent une difficulté majeure dans l’enseignement du FLE. Un locuteur peut être influencé par sa langue maternelle lorsqu’il exprime ses émotions en français, ce qui peut altérer sa communication avec des natifs ou d’autres apprenants. Par exemple, l’expression de la colère ou de la tristesse peut être codifiée différemment en français et dans d’autres langues, rendant la communication interculturelle complexe. Prendre en compte ces facteurs permettrait d’améliorer la compréhension interculturelle et d’éviter des malentendus.</p> <p dir="ltr" style="text-align: left;">Les contributions sur cet axe peuvent s’intéresser à des dispositifs favorisant la prise en compte des différences culturelles dans l’expression des émotions, à la médiation interculturelle dans l’apprentissage des langues ou encore à la manière dont la langue maternelle influence la communication émotionnelle en FLE. Des approches didactiques, linguistiques ou socioculturelles portant sur l’intégration des émotions dans des séquences pédagogiques ou des projets interculturels seront également les bienvenues.</p> <p dir="ltr" style="text-align: left;">Ainsi donc, cette journée d’étude vise à explorer la place des émotions dans l'enseignement des langues sous différents angles : engagement et motivation des apprenants, posture enseignante,  intégration des émotions dans la conception des séquences pédagogiques et émotions et communication interculturelle.  À travers ces trois perspectives, cette journée d’étude invite à une réflexion approfondie sur la place des émotions en didactique du FLE en croisant les regards entre didacticiens, linguistes, psychologues. Nous invitons par conséquent les chercheurs, enseignants de langues et praticiens dans le domaine de l'enseignement des langues à soumettre des propositions de communication portant sur ces thèmes. </p> <h1 dir="ltr">Modalite虂s de soumission</h1> <p dir="ltr" style="text-align: left;">Les propositions (environ 500 mots/3000 signes, ainsi qu'une brève bibliographie) sont à envoyer </p> <h3 dir="ltr">au plus tard le 30 avril.</h3> <p dir="ltr" style="text-align: left;">Elles sont à envoyer sans mention de l'auteur/des auteurs, par courriel en fichier joint (format doc(x) ET .pdf) à l'adresse suivante : <strong>journeedetudefle.nantes2025@gmail.com</strong></p> <p dir="ltr" style="text-align: left;">Merci de bien vouloir indiquer clairement dans le corps du message</p> <ul> <li dir="ltr">Le nom de l'auteur (des auteurs)</li> <li dir="ltr">Leur affiliation</li> <li dir="ltr">Le titre de la communication</li> </ul> <h1 dir="ltr">Calendrier</h1> <ul> <li dir="ltr"> <h3>Date de re虂ception limite des propositions : 28 avril 2025</h3> </li> <li dir="ltr">Date de notification d’acceptation ou de refus :<strong> 5 mai 2025 </strong></li> <li dir="ltr">Date de la journée :<strong> 3 juin 2025</strong></li> </ul> <p dir="ltr" style="text-align: left;">Modalite虂 de participation : Hybride (présentiel et possibilité d’intervenir en ligne) </p> <p dir="ltr" style="text-align: left;">Confe虂rencier(e·s) invite虂·(es) : Delphine Guedat-Bittighoffer</p> <h1>Comite虂 d’organisation</h1> <p style="text-align: left;">Nathalie GARRIC, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Abdelhadi BELLACHHAB, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Edison Giovanny CONTRERAS, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Bénédicte GRANDON, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Akou AKOUSSAH, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Loise AUDREN , Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Géraldine BASSEVILLE, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Mathilde CHAPEAU, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Inès DE BEAUPUIS , Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Manon DEPLANCKE, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Célia EL GUELAY, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Alexis GROSSEAU, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Jeanne LEFEVRE, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Gabriela LIZCANO ORTEGA, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Rakshita SRIDHARAN, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <p style="text-align: left;">Inoussah Ahmed YAKUBU, Master 2 Sciences du langage – parcours FLE de Nantes Université</p> <h1 dir="ltr">Bibliographie</h1> <p dir="ltr" style="text-align: left;">Astolfi, J.-P. (2008). L’erreur, un outil pour enseigner. ESF Sciences humaines.</p> <p dir="ltr" style="text-align: left;">Berdal-Masuy, C. (2018). Emotissage : Les émotions dans l’apprentissage des langues. Éditions du CUEF.</p> <p dir="ltr" style="text-align: left;">Blanchet, P., & Chardenet, P. (2011). Guide pour la recherche en didactique des langues et des cultures : Approches contextualisées. Éditions des Archives Contemporaines.</p> <p dir="ltr" style="text-align: left;">Candelier, M. (2008). Éveil aux langues et développement de compétences partielles : Un nouveau paradigme pour l’enseignement des langues ? In J. P. Cuq (Éd.), Dictionnaire de didactique du français langue étrangère et seconde (pp. 102-104). CLE International.</p> <p dir="ltr" style="text-align: left;">Damasio, A. R. (1995). L’Erreur de Descartes : La raison des émotions. Littérature, n°102, 1996. Échos et traces. p. 118.</p> <p dir="ltr" style="text-align: left;">Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.</p> <p dir="ltr" style="text-align: left;">Galisson, R., & Coste, D. (1976). L'enseignement du français sur objectifs spécifiques. Hachette.</p> <p dir="ltr" style="text-align: left;">Guedat-Bittighoffer, D. (2024). Les émotions au c&oelig;ur du processus d’apprentissage des langues. Éditions L’Harmattan</p> <p dir="ltr" style="text-align: left;">Hymes, D. (1972) Models of the Interaction of Language and Social Life. In: Gumperz, J.J. and Dell, H., Eds., Direction in Sociolinguistics: The Enthrography of Communication, Holt, Rinehart and Winston, New York, 35-71.</p> <p dir="ltr" style="text-align: left;">Kerbrat-Orecchioni, C. (1980). L'Énonciation. De la subjectivité dans le langage. Armand Colin.</p> <p dir="ltr" style="text-align: left;">Le Cunff, M. (2019). La gestion des émotions dans l’apprentissage des langues : Stratégies et outils pédagogiques. Éditions L’Harmattan.</p> <p dir="ltr" style="text-align: left;">Méndez López, M. G., & Peña Aguilar, A. (2013). Emotions and their effects in a foreign language classroom: The application of Fuzzy Logic. Profile: Issues in Teachers’ Professional Development, 15(2), 95-110.</p> <p dir="ltr" style="text-align: left;">Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire. Contemporary Educational Psychology, 36, 36-48. </p> <p dir="ltr" style="text-align: left;">Schumann, J. (1997). The neurobiology of affect in language. Blackwell Publishers.</p> <p dir="ltr" style="text-align: left;">Von Münchow, P. (2013). Langage et subjectivité. Armand Colin.</p> </div> </div> <div id="categories" class="cat"> <p class="intitule">Cat茅gories</p> <ul> <li><a href="search?primary=fsubject&fsubject=267">Langage</a> (Cat茅gorie principale)</li> <li><a href="search?primary=fsubject&fsubject=259">Esprit et Langage</a> > <a href="search?primary=fsubject&fsubject=267">Langage</a> > <a href="search?primary=fsubject&fsubject=268">Linguistique</a></li> <li><a href="search?primary=fsubject&fsubject=259">Esprit et Langage</a> > <a href="search?primary=fsubject&fsubject=283">脡ducation</a> > <a href="search?primary=fsubject&fsubject=285">Sciences de l'茅ducation</a></li> </ul> </div> <div id="lieux"> <p class="intitule">Lieux</p> <ul> <li class="location"> Chemin de la Censive du Tertre <br/> Nantes, France (44300) </li> </ul> </div> <div id="eventformats"> <h2 class="intitule">Format de l'茅v茅nement</h2> <p>脡v茅nement hybride sur site et en ligne</p><br></div> <div id="dates"> <p class="intitule">Dates</p> <ul> <li>lundi 28 avril 2025</li> </ul> </div> <div id="motscles"> <p class="intitule">Mots-cl茅s</p> <ul> <li>langage, fle, fran莽ais, enseignement, 茅motion, linguistique, didactique</li> </ul> </div> <div id="contacts"> <p class="intitule">Contacts</p> <ul> <li>Master 2 Sciences du langage parcours FLE Classe 2024-2025<br/><em>courriel :</em> journeedetudefle [dot] nantes2025 [at] gmail [dot] com<br/></li> </ul> </div> <div id="source"> <p class="intitule">Source de l'information</p> <ul> <li>In猫s de Beaupuis<br/><em>courriel :</em> journeedetudefle [dot] nantes2025 [at] gmail [dot] com</li> </ul> </div> <div id="license"> <p class="intitule">Licence</p> <p><a rel="license" href="https://creativecommons.org/publicdomain/zero/1.0/"><img alt="CC0-1.0" class="cc" src="images/cc0-88x31.png" /></a> Cette annonce est mise 脿 disposition selon les termes de la <a rel="license" href="https://creativecommons.org/publicdomain/zero/1.0/">Creative Commons CC0 1.0 Universel</a>.</p> </div> <div id="citation"> <p class="intitule">Pour citer cette annonce</p> <p>芦 Quand les 茅motions parlent : enjeux linguistiques et didactiques en fran莽ais langue 茅trang猫re (FLE) 禄, <span class="category">Appel 脿 contribution</span>, <em>Calenda</em>, Publi茅 le mercredi 26 mars 2025, <a class="url" href="https://doi.org/10.58079/13ks8">https://doi.org/10.58079/13ks8</a></p> </div> </div> </div> </div> <div id="news" class="column last"> <div id="imprimable"> <a id="impression" onclick="javascript:window.open('1245556?formatage=print', '', 'menubar=yes,toolbar=no,scrollbars=yes,width=800,height=600');return false;" href="1245556?formatage=print">Imprimer</a> <a id="signaler" 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