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Pour Une Analyse Comparée De La Didactique Du Chinois LE THÈSE Pour obtenir le grade de DOCTEUR DE L’UNIVERSITE GRENOBLE ALPES préparée dans le cadre d’une cotutelle entre la Communauté Université Grenoble Alpes et l’Università Ca’ Foscari Venezia Spécialité : Didactique et Linguistique Arrêté ministériel : le 6 janvier 2005 – 25 mai 2016 Présentée par Tommaso ROSSI Thèse codirigée par Mariarosaria GIANNINOTO et Franco GATTI préparée au sein du Laboratoire LIDILEM et du Département DSAAM dans les Écoles Doctorales «Langues Littératures et Sciences Humaines» et «Studi sull’Asia e sull’Africa» Pour une analyse comparée de la didactique du chinois LE Une étude exploratoire des approches méthodologiques, des stratégies didactiques et des matériaux pédagogiques en Italie et en France Thèse soutenue publiquement le 19 mars 2021, devant le jury composé de : M.me Clara BULFONI Professeur à l’Università degli Studi di Milano, Présidente M. Franco GATTI Professeur à l’Università Ca’ Foscari Venezia, Co-directeur/Membre M.me Mariarosaria GIANNINOTO Professeur à l’Université Paul Valéry Montpellier, Co-directrice/Membre M.me Carlotta SPARVOLI Professeur à l’Università di Bologna, Rapporteuse M. Alain PEYRAUBE Directeur de recherche émérite au CRLAO, Rapporteur M.me Marinette MATTHEY Professeur à l’Université Grenoble-Alpes, Membre Table of contents ABSTRACT (ENGLISH VERSION) ........................................................ 9 RÉSUMÉ (VERSION FRANÇAISE) ..................................................... 11 INTRODUCTION ..................................................................................... 13 FIRST PART ............................................................................................. 18 THEORETICAL FRAMEWORK, HISTORICAL BACKGROUND AND INSTITUTIONAL DIMENSION .................................................. 18 CHAPTER 1. DEFINITION OF THE DISCIPLINE ........................... 19 1.1 INTRODUCTION ................................................................................................................................. 19 1.2 WESTERN PERCEPTION OF ORIENTAL LANGUAGES ............................................................................ 20 1.3 DEBATE AROUND THE CONCEPT OF “DISCIPLINE” ............................................................................. 21 1.4 DISCIPLINISATION OF CFL ................................................................................................................ 24 1.5 INSTITUTIONALISATION OF CFL ........................................................................................................ 27 1.6 STANDARDISATION OF FOREIGN LANGUAGE TEACHING IN EUROPE ................................................... 32 1.7 ATTEMPT TO STANDARDISE CFL ...................................................................................................... 37 CHAPTER 2. CFL HISTORY IN FRANCE.......................................... 45 2.1 INSTITUTIONAL FRAMEWORK ............................................................................................................ 45 2.2 THE COLLEGE DE FRANCE: ABEL-REMUSAT ..................................................................................... 47 2.2.1 ABEL-RÉMUSAT’S VIEW OF CHINESE LANGUAGE AND SCRIPT ....................................................... 49 2.2.2 ABEL-RÉMUSAT’S NOTION OF DIDACTICS AND METHODOLOGY ..................................................... 55 Page | 2 2.3 ÉCOLE DES LANGUES ORIENTALES VIVANTES: BAZIN ....................................................................... 57 2.3.1 BAZIN’S VIEW OF CHINESE LANGUAGE AND SCRIPT ....................................................................... 58 2.3.2 BAZIN’S NOTION OF DIDACTICS AND METHODOLOGY ..................................................................... 63 2.4 UNIVERSITÉ DE LYON: COURANT ..................................................................................................... 66 2.4.1 COURANT’S VIEW OF CHINESE LANGUAGE AND SCRIPT ................................................................. 68 2.4.2 COURANT’S NOTION OF DIDACTICS AND METHODOLOGY ............................................................... 69 2.5 CFL IN SECONDARY EDUCATION ....................................................................................................... 70 CHAPTER 3. CFL HISTORY IN ITALY .............................................. 81 3.1 INSTITUTIONAL FRAMEWORK ............................................................................................................ 81 3.2 UNIVERSITY OF PAVIA AND UNIVERSITY OF PISA ............................................................................. 83 3.3 ISTITUTO DI STUDI SUPERIORI DI FIRENZE: ANTELMO SEVERINI ....................................................... 87 3.4 REGIO ISTITUTO ORIENTALE ............................................................................................................. 92 3.5 UNIVERSITY OF ROME: LODOVICO NOCENTINI ................................................................................. 96 3.6 CFL TEACHING SINCE 1945 ............................................................................................................. 100 3.7 CFL EXTENDS TO SECONDARY EDUCATION ..................................................................................... 104 3.8 NATIONAL SYLLABUS: A STEP TOWARDS STANDARDISATION ......................................................... 114 SECOND PART ...................................................................................... 127 APPROACHES, METHODS AND MATERIALS .............................. 127 CHAPTER 4. TEACHING PROCESS: PLAYERS AND FACTORS ................................................................................................................... 128 4.1 INTRODUCTION ............................................................................................................................... 128 Page | 3 4.2.1 THE TEACHER’S ROLE .................................................................................................................. 130 4.2.2 THE RELEVANCE OF TEACHING ATTITUDES AND TOOLS................................................................ 133 4.3.1 THE LEARNER: FUNDAMENTALS OF LEARNING PROCESS .............................................................. 139 4.3.2 THE IMPORTANCE OF CONTEXT AND ENVIRONMENT .................................................................... 142 4.3.3 LEARNING STYLES AND LANGUAGE APTITUDE ............................................................................. 144 4.3.4 MOTIVATION, THE LEARNING CATALYST ..................................................................................... 150 4.3.5 AGE-ORIENTED APPROACHES AND SPECIAL NEEDS....................................................................... 153 CHAPTER 5. METHODOLOGICAL PERSPECTIVES .................. 159 5.1 INTRODUCTION ............................................................................................................................... 159 5.2 FORMALISM .................................................................................................................................... 159 5.3 STRUCTURALISM ............................................................................................................................. 162 5.4 COMMUNICATIVE APPROACH .......................................................................................................... 167 CHAPTER 6. METHODS AND MATERIALS ................................... 176 6.1 COMMUNICATION-ORIENTED METHODS .......................................................................................... 176 6.2 TEACHING METHODS APPLIED TO CHINESE CHARACTERS ............................................................... 190 CHAPTER 7. DIGITAL TEACHING IN ITALY: A CASE STUDY 215 7.1 INTRODUCTION ............................................................................................................................... 215 7.2 EXPLORATORY STUDY .................................................................................................................... 217 7.3 OBJECTIVES .................................................................................................................................... 218 7.4 RESEARCH FIELD ............................................................................................................................. 218 Page | 4 7.5 RESEARCH SAMPLE ......................................................................................................................... 219 7.6 PRE-ANALYSIS ................................................................................................................................ 220 7.7 RESEARCH TOOLS ........................................................................................................................... 221 7.8 METHODOLOGY .............................................................................................................................. 223 7.9 RESULTS ......................................................................................................................................... 226 7.10. CONCLUSIONS .............................................................................................................................. 231 CHAPTER 8. TEACHING PRACTICE AND CLASSROOM DYNAMICS ............................................................................................. 234 8.1 INTRODUCTION ..............................................................................................................................
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