Publication details
L’interférence de l’anglais dans la production langagière des étudiants de français
| Authors | |
|---|---|
| Year of publication | 2020 |
| Type | Article in Periodical |
| Magazine / Source | CASALC Review |
| MU Faculty or unit | |
| Citation | |
| Doi | http://dx.doi.org/10.5817/CASALC2020-2-4 |
| Keywords | Erasmus, mobility, needs analysis, interactions, preparation |
| Description | International mobility programs allow students to not only explore a different university system and enhance their foreign languages skills, but through these stays they enable participants to learn about other cultures as well as their bearers. Young graduates who took part in a mobility stay are valued by potential employers on the labor market since their experience represents an additional competitive asset: they demonstrate greater autonomy, better ability to take initiative, responsibility, and deal with problems. The paper presents an ongoing research and its partial results on Erasmus+ mobility of Czech and Slovak students of Masaryk University in Brno. The research is based on works and articles on the subject (Papatsiba, 2003; Dervin & Byram, 2008; Parpette & Mangiante, 2010; Murphy-Lejeune, 2013) whose authors examine the experience of foreign students in France and other European countries. Based on a sample of participants made up of students of the Faculty of Economics and Administration who participated in their Erasmus mobility between 2019 and 2020 in a French-speaking country, we obtained data in the form of semi-structured interviews conducted after their return. Data analysis identified different types of difficulties and interactions students encountered in various situations not only with their peers but also their teachers and administrative employees before and also during the Covid 19 health crisis. The research on the subject will continue in the coming months aiming to better prepare students for international mobility, to motivate them adequately for this type of stay and to adapt the didactic content of language courses in order to avoid or decrease culture shock. |