Publication: TALIA: un taller de teatro para la enseñanza
del francés en la universidad de Alcalá
Authors
Laso y León, Esther ; Rebollo García, Mar ; Pérez Jiménez, Manuel
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Publisher
Universidad de Murcia, Servicio de Publicaciones.
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Résumé: Cet article analyse les différentes étapes de
la mise en oeuvre d’un atelier théâtral pour
l’apprentissage du français à l’Université
d’Alcala. Il passe également en revue plusieurs
aspects qui se sont révélés spécialement
intéressants : La complexe situation de communication
(avec trois niveaux énonciatifs)
qui caractérise un atelier de ce genre ; les rapports
entre texte et sous-texte au théâtre, et les
difficultés éprouvées par les étudiants-acteurs
quand ils se trouvent confrontés à ce dernier ;
les interférences verbal/non-verbal qui se produisent
au moment de faire parler le corps en
langue étrangère ; l’analyse, à partir des dernières
théories sur le théâtre, de l’adéquation des
scènes choisies à l’objectif recherché : enrichir
et approfondir l’apprentissage du FLE.
Abstract: This paper seeks to detail the different steps taken to start a theatre workshop focused on French language teaching and learning at the University of Alcalá. Furthermore, it also intends to analyze certain aspects which have proven particularly relevant: The complex communicative environment established in these workshops, with as many as three different levels of enunciation. Relationships between theatre text and subtext and the problems faced by students-actors to unveil the latter correctly. Interferences arising when trying to free the body and let it speak on the scenario while performing a play written in a foreign language. The appropriateness of the selected scenes - approached from the theoretical basis of theatre movements - in relation to the final goal: enrich and fathom French language learning process.
Abstract: This paper seeks to detail the different steps taken to start a theatre workshop focused on French language teaching and learning at the University of Alcalá. Furthermore, it also intends to analyze certain aspects which have proven particularly relevant: The complex communicative environment established in these workshops, with as many as three different levels of enunciation. Relationships between theatre text and subtext and the problems faced by students-actors to unveil the latter correctly. Interferences arising when trying to free the body and let it speak on the scenario while performing a play written in a foreign language. The appropriateness of the selected scenes - approached from the theoretical basis of theatre movements - in relation to the final goal: enrich and fathom French language learning process.
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Citation
Laso y León, E., Rebollo García, M., Pérez Jiménez, M., & Labra Cenitagoya, A. I. (2013). TALIA: un taller de teatro para la enseñanza del francés en la universidad de Alcalá. Anales de Filología Francesa, 21, 137–154. Recuperado a partir de https://revistas.um.es/analesff/article/view/188191
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