Coinciding with a time when the world is confronted with major changes unseen in a century, China’s area studies has emerged and been accredited as a first-tier discipline among interdisciplinary studies. As an important component of the discipline of foreign languages, French studies will support the construction of area studies with Chinese characteristics by serving, directly or indirectly, as an explorer of academic resources, a developer of research approaches, and an incubator of core talents. To this end, French studies should, among others, reinvent its curricula and programs, foster the academic community of French and francophone studies and overcome the challenges in its participation in the construction of area studies. Just as French studies enables area studies, area studies, in turn, advances the development of French studies. The synergic progression of both disciplines is arguably a matter of necessity.
本文旨在对法国学校外语教育特点进行评析.在基础教育阶段,法国外语教学语种设置多,学习标准明确,重视口语实践并结合人文教育.在高等教育阶段,法国明确区分通用语和非通用语、外语专业与非外语专业,并主张语言教学与科研并举,重视区域研究.法国外语教育的特点对我国的学校外语教育规划有一定的启示.
法国军队历史悠久,在世界上具有相当影响力.本文以其人数最多的组成部分——陆军为例,对法国军队外语能力的特点进行评析.针对全体普通军人,法国陆军设有“语言链”机制,保证其语言政策的实施并督促军人进行外语、尤其是英语培训.其外语考核系统全面,并可适时动态调整,如增加战略重点语种、进行方言测试及建立社会外语考试与军事外语测试的对应制度.对于高级外语人才储备,法国陆军拥有历史悠久的法国联络官和储备翻译协会及外籍军团两大机构.因此,法国陆军外语能力虽非世界最强,但颇具特色,是法国国家外语能力的重要组成部分.
<正>2012年10月24日尊敬的副校长先生,尊敬的法语系主任先生,亲爱的老师们、同学们:今天下午,可以与你们、与法语系的同学们相聚在这所知名学府,我感到无比荣幸。贵校法语系享有盛誉,我祝贺你们,也祝贺系主任先生。
<正>有一首非常好听、也非常有趣的魁北克法语流行歌曲,歌中唱道:一、背景介绍这首歌名为"Dégénération",是Mes Aeux("我的祖先")演唱组于2004年创作并演唱的,很快流行起来。2007年,它获得魁北克年度最佳单曲。2008年,魁北克建城四百周年纪念活动中,在很多庆祝场合都能听到这首歌;著名歌星CélineDion也曾参与演唱。这首歌曲调优美,节奏欢快,
The French government places emphasis on the protection of cultural exceptionalism and cultural diversity and endorses the position that "linguistic diversity is a fundamental element of cultural diversity".Nonetheless,France's language policy-a part of its public policy-contradicts its "linguistic diversity" stance in a number of ways.Notably,France has been consistently maintaining the predominance of the French language.Further,despite the nation's advocacy of "linguistic diversity",the teaching of foreign languages and national dialects proves to be in a very sorry state of implementation.
II. Rupture et continuite Les soixante dernieres annees sont divisees ici en deux periodes chronologiques （1949-1978 et 1979-2009）. La demarcation de 1949 s’impose, car la fondation de la Republique populaire est l’evenement politique qui a marque le plus notre pays pendant ces 60 ans. Suite la fondation de la Chine nouvelle,
Foreign language education has gradually attracted attention and become widespread in France along with globalization.The French concept of diversifying foreign language options and requiring secondary school students to learn at least two foreign languages have been adopted into the EU language policies.In practice,however,the foreign language teaching in France has yielded mediocre results at best,resulting in her even being labeled as a bad pupil in the EU.This article looks into France's foreign language education policy and system from diverse angles,including legislation,educational system,teaching staff resources and teacher development,etc.,concluding that globalization,economic development and technology advancements are the major factors shaping the foreign language education landscape in France.
