European Language Learning Materials Survey

Transcription

European Language Learning
Materials Survey
National Report
(France)
by
Jean-Claude Lasnier / Michel Hiscock
AGERCEL
1/38
CONTENTS
Introduction_____________________________________________________________________ 3
MAIN STUDY – PROJECT FINDINGS _______________________________________
PART ONE : Survey of published materials __________________________________________ 4
1 Survey of materials currently available in France __________________________________ 4
2 General comments : languages in the French education system _______________________ 4
3 Analysis of data : less widely used and taught languages (LWUTL) ___________________ 6
3.1 A general shortage of materials for the LWUTL _______________________________ 6
3.2 The total numbers of items recorded for each language : ________________________ 6
3.3 Materials for LWUTL_____________________________________________________ 6
3.4 The gaps and shortages common to all LWUTL. _______________________________ 7
3.5 Analysis of data by individual target language (LWUTL) _______________________ 8
4 Analysis of data : More Widely Used and Taught Languages (MWUTL) _______________ 9
4.1 The total number of items in the ATTICA catalogue are : _______________________ 9
4.2 The different categories of materials recorded in the catalogue :_________________ 10
4.3 Common gaps in MWUTL ________________________________________________ 16
4.4 Analysis of data by individual target language (MWUTL) ______________________ 17
PART TWO : Survey of needs identified by focus groups ______________________________ 19
APPENDICES__________________________________________________________________ 22
APPENDIX 1 ELLMS STUDY ___________________________________________________ 22
1 Sources of published materials _________________________________________________ 22
APPENDIX 2 ELLMS MAIN STUDY ______________________________________________ 30
2 List of focus groups consulted _________________________________________________ 30
3 Needs analysis questionnaire to focus groups _____________________________________ 31
4 Survey of needs identified by publishers _________________________________________ 38
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Introduction
Due to the time given (July and August are the traditional holiday season in
France), it was difficult to initiate all the necessary contacts.
We have decided to use only one catalogue which is the one published by
ATTICA, a bookstore specializing in the selling and distribution of foreign
language learning materials (this bookstore supplies 80% of the French
Universities and language training centres).
Their address is :
64 rue de la Folie Mericourt
75524 Paris cedex 11
We have surveyed language learning materials for ten European languages in
the catalogue : Danish, Dutch, Finnish, German, Greek, Italian, Norwegian,
Portuguese, Spanish and Swedish and for seven languages : Danish, Dutch,
Finnish, Greek, Norwegian, Portuguese and Swedish, we have taken into
account all catalogue items.
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Main study – project findings
The Common European Framework is never referred to in the catalogue
The AE, FE and HE sectors sometimes overlap in France. These items have
therefore been recorded under ALL sectors.
Part one : Survey of published materials
1 Survey of materials currently available in France
The survey used a single catalogue : the printed catalogue of ATTICA, the main
publisher and distributor in France for language learning and teaching materials
The total number of published language materials surveyed :
Inputted onto the matrix : all currently available materials in Danish (19), Dutch
(48), Finnish (14), Greek (30), Norwegian (15), Portuguese (82) and
Swedish(20), that is to say 228 as a whole.
For the three other languages German, Spanish and Italian, we have inputted
the information about the materials published in France or about the materials
published abroad but in which the explanations are given in French.
All together, we have surveyed 721 items for German, 527 items for Spanish and
263 items for Italian.
2 General comments : languages in the French education
system
Þ Primary school provision in France
English mainly
The rest is negligible
Þ Students in French “collèges” and “lycées” (secondary education) choose
English as their first foreign language (a very large majority) and Spanish or
German (Italian or Russian in more limited numbers) as their second and
third foreign languages.
Þ The difference between Further Education and Adult Education in France.
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Further Education
Compulsory education is up to 16 years old. Further Education is beyond
Compulsory Education after the age of 16.
•
Between 16 and 18
In the private sector :
In the public sector
Vocational schools
Vocational schools
In company training
Training centres
Training centres
•
Beyond the “baccalaureat”
In the private sector :
In the public sector :
Higher business
schools (5 years)
Either IUTs (University Institute of Technology,
part of a university) or BTS classes in a lycée
(that is to say upper secondary education) : they
are 2 year courses leading to an exam (DUT or
BTS).
This may now be followed by another year’s
study leading to a “Licence Professionnelle”
more or less an equivalent of the BA degree.
IUPs (Professional University Institutes) :
-
one year at university +
-
3 years at an IUP leading to a master’s
degree.
Higher schools of engineering (5 years)
English is compulsory for all curricula beyond the “baccalaureat”.
In some institutes Spanish and German are offered (sometimes Italian in
the south-east) depending on the departments (the departments of
business, logistics, communication, for instance, will offer a wider range of
languages).
At university or in higher business schools (public or private sector) several
European languages may be offered (in addition to English, German,
Spanish or Italian already mentioned), Portuguese and Dutch for instance
or Norwegian.
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Adult Education
• for employed people :
in company training (private sector)
training centres (public or private)
•
for unemployed people
training centres (public or private)
•
for people who want to study a new subject, who want to start a
new job.
Training centres (public or private)
In the field of languages some private or public training centres offer a wide
range of possibilities at all levels
One example : 12 European languages taught all over France in “Centres
d’Etude des Langues” (private sector)
3 Analysis of data : less widely used and taught languages
(LWUTL)
3.1 A general shortage of materials for the LWUTL
3.2 The total numbers of items recorded for each language :
-
Danish 19 items
-
Dutch 48 items
-
Finnish 14 items
-
Greek 30 items
-
Norwegian 15 items
-
Portuguese 82 items
-
Swedish 20 items
A large number of the items available for the LWUTL are published in the
target language with rubric language in French (sometimes in English or in
the target language especially for materials used by a teacher).
3.3 Materials for LWUTL
Most of the materials for LWUTL are for beginners except some glossaries,
grammar books or dictionaries.
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3.4 The gaps and shortages common to all LWUTL.
The following types of materials do not exist at all or are in a very small
number :
•
Learning - teaching approach
Project-based, Open and Distance Learning, Web-based learning
•
Learning context
One-to-one, intensive/accelerated (except perhaps in Greek and
Portuguese : materials used when travelling), Exchange/Educational
visit/tandem.
•
Learning objective
Language for specific purposes (except Portuguese and Dutch), language
for mobility/ needs analysis / assessment, exam/accreditation focused,
creativity enhancement, language games /mediation/ cultural studies and
intercultural/language awareness. More and more students go on a one
year exchange programme (SOCRATES) but nothing is done to help them
to prepare their stay.
•
Language skills development
Language learning skills/ integrated skills
•
Teaching and learning tools
Audio, video, TV, satellite TV, learner magazines/newspapers, teacher
resource packs/OHT/masters visuals/flashcards/maps.
•
CALL
Local learning software/on-line activities/authoring tools
There is a general shortage of CALL materials
•
Reference resources
Grammar (except Portuguese and Dutch)
Student support, glossaries
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3.5 Analysis of data by individual target language (LWUTL)
Danish :
Total number of items recorded : 19
HE : 0, FE : 10, AE : 10, ALL : 7
Dutch :
HE : 2, FE : 27, AE : 26, ALL : 19
Finnish :
HE : 2, FE : 5, AE : 5, ALL : 7
Greek :
HE : 2, FE : 16, AE : 16, ALL : 16
Norwegian :
HE : 0, FE : 9, AE : 9, ALL : 8
Portuguese :
HE : 6, FE : 63, AE : 62, ALL : 16
Swedish :
HE : 0, FE : 13, AE : 13, ALL : 7
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4. Analysis of data : More Widely Used and Taught Languages
(MWUTL)
More widely used and taught languages (German, Spanish and Italian)
4.1 The total number of items in the ATTICA catalogue are :
German : 721
Spanish : 527
Italian : 263
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4.2 The different categories of materials recorded in the catalogue :
GERMAN
Categories of materials recorded in the catalogue for all sectors :
Languages
German
Categories of materials
Number of items in
the catalogue
Language for specific purposes
95
Exam / Accreditation_ focussed
60
Grammar
142
Vocabulary exercises
52
Pronunciation practice
8
Language games
32
Mediation
17
Cultural studies
34
Listening
20
Speaking
24
Reading
43
Writing
3
Textbook, student/teacher books
36
Audio cassettes/tapes/CDs
21
Video
24
Teachers resource
photocopy masters
pack
Visuals, e.g. flashcards, maps
/Ohs/ 24
3
Learning software available locally 23
(not online)
Dictionary
60
TOTAL
721
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GERMAN
Books and materials which can be used at University by non
language students and in FE and AE
Languages
German
Number of items in
the catalogue
26
16
Grammar
50
12
Mediation
16
Cultural studies
15
Listening
7
Reading
9
Dictionary
28
TOTAL
179
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SPANISH
Languages
Spanish
Number of items in
the catalogue
67
59
Grammar
86
34
4
Language games
10
Mediation
16
Cultural studies
26
Listening
7
Speaking
20
Reading
21
Writing
10
29
18
Video
23
Teachers resource
photocopy masters
pack
Visuals, e.g. flashcards, maps
/Ohs/ 11
5
(not online)
Dictionary
63
TOTAL
527
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SPANISH
Languages
Spanish
Number of items in
the catalogue
30
4
Grammar
28
11
2
Mediation
16
Cultural studies
17
Listening
3
Reading
4
Writing
6
8
Video
6
(not online)
TOTAL
153
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ITALIAN
Languages
Italian
Number of items in
the catalogue
26
17
Grammar
37
14
2
Language games
5
Mediation
2
Cultural studies
13
Listening
5
Speaking
13
Reading
27
Writing
5
28
15
Video
5
Teachers resource
photocopy masters
pack
/Ohs/ 11
(not online)
Dictionary
28
TOTAL
263
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ITALIAN
Languages
Italian
Number of items in
the catalogue
16
5
Grammar
8
Mediation
2
Cultural studies
4
Reading
7
3
(not online)
TOTAL
55
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4.3 Common gaps in MWUTL
The common gaps are :
•
Learning-teaching approach
Structural/ Project-based/ Open and distance learning/ web-based learning
•
Learning context
One-to-one, intensive/accelerated, Exchange/educational visit/tandem
•
Learning objective
Language for mobility, needs analysis, creativity enhancement, intercultural and
language awareness.
•
Language skills development
Integrated skills, language learning
•
Teaching and learning tools
Workbooks/ TV, Radio, Digital TV / Satellite TV/ Learner magazines/ papers/
readers
•
CALL
On line activities, authoring tools
•
Reference resources
Student support
16/38
4.4 Analysis of data by individual target language (MWUTL)
German :
Total number of items recorded in the catalogue : 721
Total number of items recorded in the catalogue (materials used in ALL educational
sectors) : 179.
In general, there were no entries for :
•
Structural/ Project based/ web-based learning
•
Intensive accelerated/ Exchange/ Educational visit / tandem
•
Language for mobility/ Needs analysis/ creativity enhancement/ intercultural and
language awareness
•
Integrated skills
•
Satellite TV / TV, radio/ Digital TV/ workbooks/ learner magazines/ papers/ readers
•
CALL materials : authoring tools/ online activities
•
Student support
Otherwise, the number of items recorded in the catalogue is quite large
Spanish :
Total number of items recorded in the catalogue : 527 items (Spanish comes second)
sectors) : 153
In general, there is not enough material for the advanced level.
There is plenty of printed learning material but there is a gap for multimedia materials
(TV, radio, digital TV), otherwise there are gaps in the following categories :
•
Project based, web-based learning
•
Exchange, educational visit / tandem
•
Needs analysis
•
Authoring tools
•
Student support
17/38
Italian
Total number of items recorded in the catalogue : 263 items (Italian comes third)
sectors) : 55
In general, there are gaps in the following categories :
•
Project-based
•
Open and distance learning
•
Web based learning
•
Exchange, educational visit/ tandem
•
Language for mobility
•
TV, radio, digital TV, satellite TV
•
Visuals
•
CALL : authoring tools
•
Student support
NB : Publishers should make some efforts to offer books and materials that can be
used at university by non language students and in FE and AE : vocabulary exercises,
pronunciation practice, language games, listening speaking and writing activities,
audio cassettes, video cassettes, photocopy masters, visuals.
18/38
Part two : Survey of needs identified by focus groups
1.Questionnaires A,B,C and D (matrix)(Appendix 3) were either forwarded by post or
distributed (at the CEL congress in Le Mans) to 3 language training institutions
networks in France (Appendix 2) and complemented by telephone interviews.
2. Further and adult education- Languages for general and vocational purposes
2.1 Of the languages surveyed the following languages were identified as most in
demand in ranking order:
Orientation
Level
Beginners
General purposes
Intermediate
Advanced
Language/ Sector
Voc
AE
HE
Voc
AE
HE
Voc
AE
Dutch
German
Italian
Portuguese
Spanish
5
3
2
4
1
5
3
2
4
1
3
5
3
2
4
1
5
3
2
4
1
3
5
3
2
4
1
5
3
2
4
1
2
4
1
2
4
1
Vocational purposes
Beginners
Intermediate
Advanced
HE
Voc
AE
2
3
4
1
4
2
1
5
3
4
2
3
5
1
HE
Voc
AE
2
1
4
3
4
3
2
5
1
4
3
2
5
1
HE
Voc
AE
HE
3
1
4
2
4
2
1
5
3
4
2
1
5
3
2
3
4
1
2.2 Types of materials for particular needs identified by the focus groups
For Dutch
Orientation
Materials/ levels
Communicative
Project based
Open & Distance Learning
Class
One to One
Workshop/semi-independent
Intensive/accelerated
Language –General Purposes
Language Specific Purposes
Grammar
Vocabulary Exercises
Language Games
Listening
Speaking
Reading
Writing
Textbook/student/teacher bk
Workbook
Independent workbook
Audio
Video
TV & Radio
CALL local software
Authoring tools
Glossary/phrasebook
General purposes
Beginners
X
X
X
X
X
X
Intermediate
Advanced
Vocational purposes
Beginners
Intermediate
Advanced
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
19/38
For German
Orientation
Materials/ levels
Communicative
Structural
Self Study
Class
One to One
Language Games
Listening
Speaking
Reading
Writing
Workbook
Audio
Video
Teacher resource packs etc.
CALL local software
General purposes
Beginners
X
X
Intermediate
Advanced
Vocational purposes
Beginners
Intermediate
Advanced
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
For Italian
Orientation
Materials/ levels
Communicative
Structural
Class
One to One
Language for Mobility
Exams/Accreditation focused
Language Games
Cultural Studies
Intercultural & language
Awareness
Listening
Speaking
Reading
Writing
Integrated Skills
Workbook
Audio
CALL local software
Glossary/phrasebook
General purposes
Beginners
Intermediate
Advanced
Vocational purposes
Beginners
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Intermediate
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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Advanced
X
X
X
X
For Portuguese
Orientation
Materials/ levels
Needs Analysis/Assessment
Exams/Accreditation focused
Language Games
Cultural Studies
Intercultural & language
Awareness
Reading
Writing
Video
CALL local software
Glossary/phrasebook
General purposes
Vocational purposes
Beginners
Intermediate
Advanced
Beginners
Intermediate
Advanced
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
For Spanish
Orientation
Materials/ levels
Communicative
Self Study
Class
One to One
Independent learning
Listening
Speaking
Reading
Writing
Workbook
Audio
Video
Learner magazines/papers
CALL local software
General purposes
Beginners
X
X
X
Intermediate
Advanced
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
21/38
X
X
Vocational purposes
Beginners
X
X
X
Intermediate
Advanced
X
X
X
X
X
X
X
X
X
X
X
X
X
APPENDICES
APPENDIX 1
ELLMS STUDY
1. Sources of published materials
List of publishers by alphabetic order :
Target language
Portuguese
Danish
German
Spanish
Portuguese
Greek
Danish
Dutch
German
Greek
Italian
Norwegian
Portuguese
Spanish
Swedish
Portuguese
Portuguese
Portuguese
Italian
Portuguese
Spanish
German
Dutch
Greek
Swedish
Dutch
German
Greek
Portuguese
Swedish
German
Italian
Spanish
Danish
Dutch
Finnish
Italian
Spanish
Portuguese
Portuguese
Publishers
AGE
Akademisk
Albin Michel
Allo téléphone
Asa
Asiathèque
Assimil
Assimil
Assimil
Assimil
Assimil
Assimil
Assimil
Assimil
Assimil
Atica
Atica
Atlas
Auralog
Auralog
Auralog
Auralog (multimedia
Barron's
Barron's
Barron's
BBC
BBC
BBC
BBC
BBC
Belin
Belin
Belin
Berlitz
Berlitz
Berlitz
Berlitz
Berlitz
Bertrand
Bertrand
Code
010
020
030
040
050
060
070
071
072
073
074
075
076
077
078
080
081
090
100
101
102
103
110
111
112
120
121
122
123
124
130
131
132
133
134
135
136
137
140
141
22/38
Publishers country of origin
Britain
Denmark
France
France
Portugal
France
France
France
France
France
France
France
France
France
France
Portugal
Portugal
France
France
France
France
France
Britain
Britain
Britain
Britain
Britain
Britain
Britain
Britain
France
France
France
France
France
France
France
France
France
France
Greek
German
Spanish
Danish
Dutch
Swedish
Danish
Finnish
German
Spanish
Italian
Portuguese
Portuguese
Dutch
Italian
Portuguese
Portuguese
Portuguese
Greek
Italian
Portuguese
German
Italian
Spanish
Dutch
Spanish
German
Greek
Spanish
Portuguese
BPI G.Pompidou
Breal
Bréal
Cambridge UP
Cambridge UP
Cambridge UP
Cassel
Cassel
Chancerel
Chancerel
CNDP
CNDP
CRDP Bordeaux
De Boeck
De Boeck
De Boeck
De Sousa
De Sousa
DELTOS
Desvigne
Desvigne
Didier
Didier
Didier
Didier / Hatier
Ducultot
Ellipses
Ellipses
Ellipses
Epu
150
160
161
170
171
172
180
181
190
191
200
201
210
220
221
222
230
231
240
250
251
260
261
262
263
270
280
281
282
290
Portuguese
Epu
291
Portuguese
Epu
292
Portuguese
Finnish
German
Dutch
Spanish
Danish
Swedish
Portuguese
Portuguese
Portuguese
Portuguese
Finnish
Norwegian
Danish
Dutch
Finnish
Greek
Portuguese
German
Faculté de Nice
Finn Lectura
Fixot
Foucher
Foucher
Gad
Glerups
Globo
Globo
Globo
Globo
Gummerus
Gyldendal Norsk
H&S
H&S
H&S
H&S
H&S
Hachette
300
310
320
330
331
340
350
360
361
362
363
370
380
390
391
392
393
394
400
23/38
France
France
France
Britain
Britain
Britain
Britain
Britain
France
France
France
France
France
Netherlands
Netherlands
Netherlands
Portugal
Portugal
Greece
France
France
France
France
France
France
France
France
France
France
Brazil/
Portugal
Brazil/
Portugal
Brazil/
Portugal
France
Finland
France
France
France
Denmark
Sweden
Spain
Spain
Spain
Spain
Finland
Norway
Britain
Britain
Britain
Britain
Britain
France
Italian
Spanish
Portuguese
Spanish
Greek
Portuguese
Portuguese
German
Spanish
Italian
Danish
Dutch
Swedish
Italian
Portuguese
Spanish
German
Danish
Dutch
Finnish
Greek
Norwegian
Swedish
Greek
Finnish
Portuguese
Swedish
Greek
Norwegian
Dutch
Portuguese
Portuguese
Portuguese
Italian
Portuguese
Portuguese
Portuguese
Portuguese
Italian
Dutch
German
Greek
Italian
Portuguese
Spanish
Spanish
Portuguese
German
Italian
Spanish
German
Spanish
Greek
Portuguese
Hachette
Hachette
Harmattan
Harmattan
Harrap
Harrap
Hatier
Hermes
Hermes
Hermès
Host & Son
Instructieve Om
Jan Forlag
Jericho
Jericho
Jericho
Jericho (multimedia)
Jericho multimedia
Jericho multimedia
Jericho multimedia
Jericho multimedia
Jericho multimedia
Jericho multimedia
Kaufman
Klincksieck
Klincksieck
Klincksieck
Kllincksieck
Kunnskapsforlag
Labor
Larousse
Larousse
Larousse
Le Monnier
Lidel
Lidel
Lidel
Lidel
Linguaphone
Livre de Poche
Livre de Poche
Livre de Poche
Livre de poche
Livre de Poche
Livre de Poche
Livre de Poche
Livro Tecnico
Marabout
Marabout
Marabout
Masson
Masson
MAVROULIAN
Melhoramentos
401
402
410
411
420
421
430
440
441
442
450
460
470
480
481
482
483
485
486
487
488
489
484
490
500
501
502
503
510
520
530
531
532
540
550
551
552
553
560
570
571
572
573
574
575
576
580
590
591
592
600
601
610
620
24/38
France
France
France
France
Britain
Britain
France
France
France
France
Britain
Netherlands
Sweden
France
France
France
France
France
France
France
France
France
France
Greece
Germany
Germany
Germany
Germany
Norway
Belgium
France
France
France
France
Portugal
Portugal
Portugal
Portugal
France
France
France
France
France
France
France
France
Brazil/Portugal
France
France
France
France
France
Greece
Portugal
Portuguese
Dutch
German
Greek
Italian
Portuguese
Spanish
Swedish
Portuguese
Melhoramentos
Multimedia Rosetta Stone
Nathan
Nathan
Nathan
Nathan
Nathan
Norstedts
Nova Fronteira
621
630
640
641
642
643
644
650
660
Portugal
Britain
France
France
France
France
France
Sweden
Brazil/Portugal
Portuguese
Nova Fronteira
661
Brazil/Portugal
Portuguese
Portuguese
Danish
Dutch
Greek
Norwegian
Spanish
Swedish
Italian
Greek
Portuguese
Dutch
German
Greek
Italian
Portuguese
Spanish
Spanish
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Swedish
Dutch
Danish
Dutch
Finnish
Greek
Norwegian
Portuguese
Swedish
Dutch
Portuguese
Finnish
Portuguese
Finnish
Swedish
Dutch
Dutch
Portuguese
Oficina Text
Oficina Text
Ophrys
Ophrys
Ophrys
Ophrys
Ophrys
Ophrys
Organisation
Oxford UP
Platano
Pocket
Pocket
Pocket
Pocket
Pocket
Pocket
Pocket
Pontes
Porto
Porto
Porto
Porto
Porto
Prisma
Robert
Routledge
Routledge
Routledge
Routledge
Routledge
Routledge
Routledge
Seuil
Seuil
SKS
STS
Suomalaisen Kir
Svenska Inst
Van In
Vanders
Vuibert
670
671
680
681
682
683
684
685
690
700
710
720
721
722
723
724
725
726
730
740
741
742
743
744
750
760
770
771
772
773
774
775
776
780
781
790
800
810
820
830
840
850
Spain
Spain
France
France
France
France
France
France
France
Britain
Portugal
France
France
France
France
France
France
France
Brazil/Portugal
Portugal
Portugal
Portugal
Portugal
Portugal
Sweden
France
Britain
Britain
Britain
Britain
Britain
Britain
Britain
France
France
Sweden
Netherlands
Sweden
Sweden
Netherlands
Netherlands
France
25/38
List of publishers by target language :
Target language
Danish
Danish
Danish
Danish
Danish
Danish
Danish
Danish
Danish
Danish
Danish
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Dutch
Finnish
Finnish
Finnish
Finnish
Finnish
Finnish
Finnish
Finnish
Finnish
Finnish
German
German
German
German
German
German
German
Publishers
Akademisk
Assimil
Berlitz
Cambridge UP
Cassel
Gad
H&S
Host & Son
Jericho multimedia
Ophrys
Routledge
Assimil
Barron's
BBC
Berlitz
Cambridge UP
De Boeck
Didier / Hatier
Foucher
H&S
Instructieve Om
Jericho multimedia
Labor
Livre de Poche
Multimedia Rosetta Stone
Ophrys
Pocket
Robert
Routledge
Seuil
Van In
Vanders
Berlitz
Cassel
Finn Lectura
Gummerus
H&S
Jericho multimedia
Klincksieck
Routledge
SKS
Suomalaisen Kir
Albin Michel
Assimil
Auralog (multimedia
BBC
Belin
Breal
Chancerel
Code
020
070
133
170
180
340
390
450
485
680
770
071
110
120
134
171
220
263
330
391
460
486
520
570
630
681
720
760
771
780
830
840
135
181
310
370
392
487
500
772
790
810
030
072
103
121
130
160
190
26/38
Publishers country of origin
Denmark
France
France
Britain
Britain
Denmark
Britain
Britain
France
France
Britain
France
Britain
Britain
France
Britain
Netherlands
France
France
Britain
Netherlands
France
Belgium
France
Britain
France
France
France
Britain
France
Netherlands
Netherlands
France
Britain
Finland
Finland
Britain
France
Germany
Britain
Sweden
Sweden
France
France
France
Britain
France
France
France
German
German
German
German
German
German
German
German
German
German
German
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Greek
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Italian
Norwegian
Norwegian
Norwegian
Norwegian
Norwegian
Norwegian
Didier
Ellipses
Fixot
Hachette
Hermes
Jericho (multimedia)
Livre de Poche
Marabout
Masson
Nathan
Pocket
Asiathèque
Assimil
Barron's
BBC
BPI G.Pompidou
DELTOS
Ellipses
H&S
Harrap
Jericho multimedia
Kaufman
Kllincksieck
Livre de Poche
MAVROULIAN
Nathan
Ophrys
Oxford UP
Pocket
Routledge
Assimil
Auralog
Belin
Berlitz
CNDP
De Boeck
Desvigne
Didier
Hachette
Hermès
Jericho
Le Monnier
Linguaphone
Livre de poche
Marabout
Nathan
Organisation
Pocket
Assimil
Gyldendal Norsk
Jericho multimedia
Kunnskapsforlag
Ophrys
Routledge
260
280
320
400
440
483
571
590
600
640
721
060
073
111
122
150
240
281
393
420
488
490
503
572
610
641
682
700
722
773
074
100
131
136
200
221
250
261
401
442
480
540
560
573
591
642
690
723
075
380
489
510
683
774
27/38
France
France
France
France
France
France
France
France
France
France
France
France
France
Britain
Britain
France
Greece
France
Britain
Britain
France
Greece
Germany
France
Greece
France
France
Britain
France
Britain
France
France
France
France
France
Netherlands
France
France
France
France
France
France
France
France
France
France
France
France
France
Norway
France
Norway
France
Britain
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
AGE
Asa
Assimil
Atica
Atica
Atlas
Auralog
BBC
Bertrand
Bertrand
CNDP
CRDP Bordeaux
De Boeck
De Sousa
De Sousa
Desvigne
Epu
Epu
Epu
Faculté de Nice
Globo
Globo
Globo
Globo
H&S
Harmattan
Harrap
Hatier
Jericho
Klincksieck
Larousse
Larousse
Larousse
Lidel
Lidel
Lidel
Lidel
Livre de Poche
Livro Tecnico
010
050
076
080
081
090
101
123
140
141
201
210
222
230
231
251
290
291
292
300
360
361
362
363
394
410
421
430
481
501
530
531
532
550
551
552
553
574
580
Portuguese
Portuguese
Portuguese
Portuguese
Melhoramentos
Melhoramentos
Nathan
Nova Fronteira
620
621
643
660
Portuguese
Nova Fronteira
661
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Oficina Text
Oficina Text
Platano
Pocket
Pontes
670
671
710
724
730
Portuguese
Porto
740
28/38
Britain
Portugal
France
Portugal
Portugal
France
France
Britain
France
France
France
France
Netherlands
Portugal
Portugal
France
Brazil/Portugal
Brazil/Portugal
Brazil/Portugal
France
Spain
Spain
Spain
Spain
Britain
France
Britain
France
France
Germany
France
France
France
Portugal
Portugal
Portugal
Portugal
France
Brazil/
Portugal
Portugal
Portugal
France
Brazil/
Portugal
Brazil/
Portugal
Spain
Spain
Portugal
France
Brazil/
Portugal
Portugal
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Portuguese
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Swedish
Swedish
Swedish
Swedish
Swedish
Swedish
Swedish
Swedish
Swedish
Swedish
Swedish
Swedish
Swedish
Porto
Porto
Porto
Porto
Routledge
Seuil
STS
Vuibert
Allo téléphone
Assimil
Auralog
Belin
Berlitz
Bréal
Chancerel
Didier
Ducultot
Ellipses
Foucher
Hachette
Harmattan
Hermes
Jericho
Livre de Poche
Livre de Poche
Marabout
Masson
Nathan
Ophrys
Pocket
Pocket
Assimil
Barron's
BBC
Cambridge UP
Glerups
Jan Forlag
Jericho multimedia
Klincksieck
Norstedts
Ophrys
Prisma
Routledge
Svenska Inst
741
742
743
744
775
781
800
850
040
077
102
132
137
161
191
262
270
282
331
402
411
441
482
575
576
592
601
644
684
725
726
078
112
124
172
350
470
484
502
650
685
750
776
820
29/38
Portugal
Portugal
Portugal
Portugal
Britain
France
Netherlands
France
France
France
France
France
France
France
France
France
France
France
France
France
France
France
France
France
France
France
France
France
France
France
France
France
Britain
Britain
Britain
Sweden
Sweden
France
Germany
Sweden
France
Sweden
Britain
Sweden
APPENDIX 2
ELLMS MAIN STUDY
2. List of focus groups consulted
Further and higher education
•
APLIUT (Association des Professeurs de Langues en Institut Universitaire de
Technologie)
•
Association Nationale des Ecoles Supérieures de Commerce des CCI
Françaises
Questionnaire sent to all centres and analysed by AGERCEL, complemented by
telephone interviews
Vocational language training institutions :
•
Réseau des Centres d’Etude des langues des CCI
Presentation of the survey at the national congress in Le Mans 20th June 2000.
Questionnaire sent to all 170 CEL and analysed by AGERCEL, complemented by
telephone interviews
30/38
APPENDIX 3
ELLMS MAIN STUDY
3. Needs analysis questionnaire to focus groups
RECENSEMENT DES MATERIAUX PEDAGOGIQUES POUR
L’APPRENTISSAGE ET L’ENSEIGNEMENT DES LANGUES
Cher collègue,
La Commission Européenne de Bruxelles nous a confié la mission de faire une étude sur les matériaux
pédagogiques mis à la disposition des adultes dans l’Union Européenne, pour l’apprentissage des
langues officielles de l’Union. Nous pensons que vous pouvez nous aider à effectuer ce recensement et
nous vous serions très reconnaissants de bien vouloir nous apporter votre collaboration de la façon
suivante :
-
définir les besoins dans le domaine de l’apprentissage des langues qui ne sont pas satisfaits à
présent par les matériaux pédagogiques disponibles sur les marchés de l’enseignement pour
adultes et de la formation continue.
-
compléter ce questionnaire et nous le retourner aussi vite que possible par e-mail au plus tard
lundi 13 novembre avant 12h, de manière à ce que nous puissions inclure vos commentaires
dans les conclusions générales de cette enquête.
N’hésitez pas à nous contacter si vous avez besoin de renseignements complémentaires sur cette
étude et n’oubliez-pas d’indiquer dans votre réponse si vous souhaitez recevoir un exemplaire du
rapport final qui doit paraître à la fin de cette année.
Bien cordialement
Jean-Claude LASNIER
Directeur
Pj : questionnaires ELLMS en français.
31/38
Note d’introduction
Avec ce recensement, que nous effectuons pour la Commission Européenne, nous souhaitons nous
concentrer sur les besoins et l’offre de matériaux pédagogiques pour l’apprentissage des langues dans
les secteurs éducatifs suivants : Enseignement postscolaire, enseignement pour adultes, enseignement
professionnel, enseignement supérieur (programmes de langues pour non-spécialistes). Afin de mieux
définir quels sont ces besoins, nous vous demandons de bien vouloir nous aider en remplissant les 3
questionnaires qui suivent cette note d’introduction.
Pour les descriptions des niveaux qui suivent, les références sont les suivantes:
A : Débutant
(A1 à A2 du Cadre Commun d’Objectifs Européen)
B : niveau Intermédiaire (B1 à B2 du Cadre Commun d’Objectifs Européen)
C : niveau Avancé
(C1 à C2 du Cadre Commun d’Objectifs Européen)
I Secteur cible/ groupe cible
Veuillez mettre une croix dans la case appropriée (si nécessaire, utilisez plusieurs questionnaire(s)
séparés si vous répondez pour plus d’un secteur éducatif)
Enseignement postscolaire
Enseignement pour adultes
Enseignement professionnel
Enseignement supérieur (non-spécialiste)
II Orientation
Veuillez mettre une croix dans la case appropriée (si nécessaire, utilisez plusieurs questionnaires
séparés si vous répondez pour plus d’un secteur éducatif)
Général
Professionnel/ buts spécifiques
III Demandes, offres et besoins
Veuillez fournir les réponses pour chaque niveau (A, B, C) séparément. En ce qui concerne les langues
suivantes uniquement :
Langue
Danois
Hollandais
Finnois
Allemand
Grec
Irlandais
Abréviation
DAN
NED
FIN
GER
GRE
IRI
Langue
Italien
Luxembourgeois
Portugais
Suédois
Espagnol
32/38
Abréviation
ITA
LET
POR
SWE
SPA
Questionnaire pour le niveau A
1.1.1.1.1
Secteur cible / groupe cible
enseignement postscolaire
enseignement professionnel
1.1.1.1.2
Orientation général
1.1.1.1.3
Demande, offre et besoins
Niveau A = Débutants
enseignement pour les adultes
enseignement supérieur
(non spécialistes)
enseignement supérieur / buts spécifiques
(A1à A2 du Cadre Commun d’Objectifs Européen)
Dans la grille ci-dessous, veuillez :
a) numéroter les langues de 1 à 10 selon la demande constatée, 1 étant la langue la plus
demandée (ne pas tenir compte des langues pour lesquelles il n’y a pas de demande
concrète)
b) mettre une croix dans la case correspondante (OUI/NON) pour indiquer si l’offre des
matériaux pédagogiques actuelle répond à la demande
N°
Langue
Oui
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
33/38
Non
Questionnaire pour le niveau B
1.1.1.1.4
1.1.1.1.5
1.1.1.1.6
Niveau B = Intermédiaire
(non spécialistes)
(B1à B2 du Cadre Commun d’Objectifs Européen)
c) numéroter les langues de 1 à 10 selon la demande constatée, 1 étant la langue la plus
concrète)
d) mettre une croix dans la case correspondante (OUI/NON) pour indiquer si l’offre des
N°
Langue
Oui
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
34/38
Non
Questionnaire pour le niveau C
1.1.1.1.7
1.1.1.1.8
1.1.1.1.9
Niveau C = Avancé
(non spécialistes)
(C1à C2 du Cadre Commun d’Objectifs Européen)
e) numéroter les langues de 1 à 10 selon la demande constatée, 1 étant la langue la plus
concrète)
f)
mettre une croix dans la case correspondante (OUI/NON) pour indiquer si l’offre des
N°
Langue
Oui
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
35/38
Non
Questionnaire niveau D
Langue cible : ……………………
Veuillez compléter une copie du questionnaire ci-dessous pour chacune des langues pour
lesquelles vous considérez qu’il existe une demande concrète non satisfaite, ceci afin d’établir les
caractéristiques des matériaux pédagogiques « manquants » qui vous sembleraient les plus utiles
pour cette langue
Caractéristiques
Débutant
A1/ A2
Intermédiaire
B1/ B2
Approche pédagogique
Approche communicative
Approche structurelle
Approche fondée sur un « projet »
Enseignement ouvert et à distance
En autonomie
Apprentissage en ligne (1)
Autres
Contexte
d’apprentissage
En salle de cours
En cours particulier
Apprentissage en semi-autonomie
Apprentissage en autonomie
Intensif /
Echange / visite éducative / en tandem
Objectifs
d’apprentissage
Langue générale
Langue de spécialité
Langue pour la mobilité (2)
Analyse des besoins et évaluation de
compétences)
Examens / Validation de niveaux de
langues
Grammaire
Pratique du vocabulaire
Pratique de la prononciation
Créativité (3)
Jeux linguistiques
Médiation (traduction et interprétation à un
niveau de base
Etudes socio-culturelles
Prise de conscience interculturelle et
langagière
Développement
d’aptitudes langagières
Ecouter
Parler
Lire
Ecrire
Aptitudes intégrées
Apprendre à apprendre
36/38
Avancé
C1/ C2
Tout
niveau
Commentaires
Caractéristiques
Débutant
A1/ A2
Intermédiaire
B1/ B2
Avancé
C1/ C2
Types de supports pédagogiques
Manuel, livres pour l’étudiant/ professeur
Livres d’exercices
Livre d’exercice indépendant de manuels
Cassettes audio/ CD
Vidéo
Télévision, Radio
Télévision par satellite
Magazines, journaux, documents
spécifiques pour apprenants
Ressources pour enseignants :
transparents pour rétroprojecteur/
documents photocopiables,etc
Supports visuels par exemple cartes,
plans, etc
Logiciels pour l’apprentissage (CD Rom,
DVD, disques, etc) disponibles sur place
et non en ligne
Activités sur Internet(4)
Outils auteurs par exemple logiciel WIDA
Dictionnaires
Grammaire de référence
Ressources pour l’apprenant ( par ex en
ligne)
Glossaire/ recueil d’expressions
1)
2)
3)
4)
Télétutorat sur Internet
Informations pour vivre et travailler à l’étranger
Par exemple techniques théâtrales, techniques de rédaction, psychodrame, etc
Travaux dirigés à distance, forum, Chatrooms
37/38
Tout
niveau
Commentaires
APPENDIX 4
Survey of needs identified by publishers
3 of the main French publishers
•
Hachette
•
Clé International
•
Didier
were sent the “ELLMS confidential questionnaire to publishers” but none of them
unfortunately respond in any way.
38/38

European Language Learning Materials Survey

Transcription

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