L'évolution des conceptions et des pratiques relatives à la notion de phrase en FLE d’enseignants vietnamiens du secondaire engagés dans une formation continue en syntaxe

Cette recherche vise à décrire l’évolution des conceptions et des pratiques relatives à la notion de phrase de cinq enseignantes de français vietnamiennes engagées dans une formation sur la syntaxe en grammaire nouvelle et la littérature de jeunesse. Afin d’examiner l’évolution des conceptions sur la phrase des enseignantes, nous avons effectué deux entrevues semi-dirigées, l’une avant et l’autre après la formation. Pour étudier l’évolution des pratiques d’enseignement de la phrase, nous avons observé une seule enseignante à deux reprises après la formation. De plus, celle-ci a décrit ses pratiques sur la phrase lors d’une entrevue téléphonique qui se déroulait à la fin de chaque mois (novembre 2011- mars 2012). Nos résultats montrent que les enseignantes ont changé leurs conceptions sur la phrase à la suite de la formation. En effet, dans la deuxième entrevue, nous avons noté une meilleure réussite dans l’identification des phrases, des critères d’identification plus convaincants, plus de précision dans les commentaires relatifs aux définitions et dans les explications des erreurs chez les cinq enseignantes. Quant aux pratiques, l’enseignante suivie a réalisé des activités autour de la phrase après la formation, ce qui constitue une évolution dans ses pratiques, puisqu’avant la formation, cette notion était négligée. Ses pratiques observées et déclarées indiquent qu’elle a intégré dans sa classe les notions clés de la grammaire nouvelle autour de la phrase et la littérature de jeunesse au service de l’enseignement de cette notion.

Etude comparative de l'acte d'invitation dans les cartes d'invitation au mariage en français et en vietnamien.

Cette recherche porte sur l’acte d’invitation au mariage eta pour but,d’abord, de révéler les caractéristiques de tel acte dans les cartes d’invitation en français et en vietnamien puis d’identifier des ressemblances et des différences qui sont culturellement déterminées. Pour ce faire, nous avons décrit la formulation et le fonctionnement pragmatique des cartes d’invitation au mariage dans les deux langues du point de vue de la politesse linguistique. Le résultat de l’analyse nous a permis, par la suite, d’identifierles particularités dans la formulation des cartes ainsi que dansles stratégies de politesse privilégiées dans les deux communautés française et vietnamienne. Cette étude nous amène à conclure qu’à la différence de l’individualité qui caractérise la culture occidentale y compriscelle de la France, les Vietnamiens, de tradition de riziculture, mettent beaucoup plus d’importance sur le respect de l’honneur, et ont peur de perdre la face, de faire perdre celle de l’autre, d’être différents des autres, d’être hors du commun. Par conséquent,ils optent très souvent pour des modèles traditionnels de cartes d’invitation sans trop d’éléments de personnalisation et privilégient la politesse positive.

Neurasthénie sous influence? : l'appropriation d'une maladie «moderne» par les classes moyennes du Viêt Nam colonial (1925-1945)

Au tournant du XXe siècle, la neurasthénie – ou épuisement nerveux – est devenue une maladie populaire en Occident et jusqu’au Japon en raison de son association avec la modernité. De nombreux rapprochements ont été faits entre ce diagnostic introduit en 1869 aux États-Unis et certaines maladies contemporaines comme la dépression, le syndrome de fatigue chronique, l’épuisement professionnel et toute la panoplie des maladies causées par le stress. Les transformations socioculturelles qu’a connues le Viêt Nam sous colonisation, principalement au cours des décennies 1920 et 1930, ont été propices à la dissémination du langage des nerfs et à l’appropriation du diagnostic de neurasthénie. Ce mémoire de maîtrise en histoire se penche sur les transformations sociales survenues sous le gouvernement colonial français, dont l’urbanisation et l’instruction publique, au milieu desquelles ont émergé les nouvelles classes moyennes urbaines qui ont adopté le diagnostic de neurasthénie. À partir de la presse vietnamienne de la période, ce travail met l’accent sur l’appropriation, les causes et les traitements de la maladie. Utilisant une approche comparant la neurasthénie en Occident, au Japon et en Chine, pour ensuite présenter son entrée au Viêt Nam, il montre que la domination et donc la subalternité ont compliqué l’accès des colonisés au diagnostic de la maladie moderne neurasthénie, de même qu’à la modernité. Il fournit toutefois un éclairage sur les débuts de l’histoire du diagnostic, encore utilisé de nos jours au Viêt Nam, d’une maladie appelée « la maladie de l’époque ».

Higher Education Governance in Vietnam: University Action, the State and Changing Relationships

Diese Dissertation stellt eine Studie da, welche sich mit den Änderungen in der Governance der Hochschulbildung in Vietnam beschäftigt. Das zentrale Ziel dieser Forschungsarbeit ist die Untersuchung der Herkunft und Änderung in der Beziehung der Mächte zwischen dem vietnamesischen Staat und den Hochschulbildungsinstituten (HI), welche hauptsächlich aus der Interaktion dieser beiden Akteure resultiert. Die Macht dieser beiden Akteure wurde im sozialen Bereich konstruiert und ist hauptsächlich durch ihre Nützlichkeit und Beiträge für die Hochschulbildung bestimmt. Diese Arbeit beschäftigt sich dabei besonders mit dem Aspekt der Lehrqualität. Diese Studie nimmt dabei die Perspektive einer allgemeinen Governance ein, um die Beziehung zwischen Staat und HI zu erforschen. Zudem verwendet sie die „Resource Dependence Theory“ (RDT), um das Verhalten der HI in Bezug auf die sich verändernde Umgebung zu untersuchen, welche durch die Politik und eine abnehmende Finanzierung charakterisiert ist. Durch eine empirische Untersuchung der Regierungspolitik sowie der internen Steuerung und den Praktiken der vier führenden Universitäten kommt die Studie zu dem Schluss, dass unter Berücksichtigung des Drucks der Schaffung von Einkommen die vietnamesischen Universitäten sowohl Strategien als auch Taktiken entwickelt haben, um Ressourcenflüsse und Legitimität zu kontrollieren. Die Entscheidungs- und Zielfindung der Komitees, die aus einer Mehrheit von Akademikern bestehen, sind dabei mächtiger als die der Manager. Daher werden bei initiativen Handlungen der Universitäten größtenteils Akademiker mit einbezogen. Gestützt auf die sich entwickelnden Muster der Ressourcenbeiträge von Akademikern und Studierenden für die Hochschulbildung prognostiziert die Studie eine aufstrebende Governance Konfiguration, bei der die Dimensionen der akademischen Selbstverwaltung und des Wettbewerbsmarktes stärker werden und die Regulation des Staates rational zunimmt. Das derzeitige institutionelle Design und administrative System des Landes, die spezifische Gewichtung und die Koordinationsmechanismen, auch als sogenanntes effektives Aufsichtssystem zwischen den drei Schlüsselakteuren - der Staat, die HI/Akademiker und die Studierenden – bezeichnet, brauchen eine lange Zeit zur Detektion und Etablierung. In der aktuellen Phase der Suche nach einem solchen System sollte die Regierung Management-Tools stärken, wie zum Beispiel die Akkreditierung, belohnende und marktbasierte Instrumente und das Treffen informations-basierter Entscheidungen. Darüber hinaus ist es notwendig die Transparenz der Politik zu erhöhen und mehr Informationen offenzulegen.

La influencia de factores educativos y familiares sobre el aprendizaje de una segunda lengua, y los efectos sobre la inteligencia y cognición

Actualmente, la investigación científica acerca de la influencia de los factores educativos y familiares en el aprendizaje de una segunda lengua (L2) es limitada. En comparación, los efectos que tiene la L2 en la inteligencia y cognición han sido más estudiados. Por esta razón, el artículo presenta una revisión de la literatura empírica existente que relaciona lo mencionado anteriormente, ampliando así la temática del bilingüismo. Se buscaron artículos en cuatro bases de datos (PSICODOC, ISI Web of knowledge y SCOPUS), usando palabras claves específicas, en el periodo de 1990 hasta el 2012. De 79 artículos encontrados, 34 cumplieron con los criterios de inclusión para la revisión. Asimismo, se tuvieron en cuenta dos libros, de los cuales se revisó un capítulo por cada uno según los mismos criterios. En conjunto, los resultados arrojaron importantes datos teóricos y de investigación que relacionan el éxito en el aprendizaje de una L2 con la inteligencia y cognición, según la influencia de los factores educativos y familiares. En conclusión, se identificaron más factores educativos que familiares; lo cual a concepto de la autora evidencia la limitada investigación que se ha hecho sobre los factores familiares en el bilingüismo actualmente.

Macrodisco y glaucoma en individuos estudiados con tomografía óptica coherente

Introducción: El glaucoma representa la tercera causa de ceguera a nivel mundial y un diagnóstico oportuno requiere evaluar la excavación del nervio óptico que está relacionada con el área del mismo. Existen reportes de áreas grandes (macrodiscos) que pueden ser protectoras, mientras otros las asocian a susceptibilidad para glaucoma. Objetivo: Establecer si existe asociación entre macrodisco y glaucoma en individuos estudiados con Tomografía Optica Coherente (OCT ) en la Fundación Oftalmológica Nacional. Métodos: Estudio transversal de asociación que incluyó 25 ojos con glaucoma primario de ángulo abierto y 74 ojos sanos. A cada individuo se realizó examen oftalmológico, campo visual computarizado y OCT de nervio óptico. Se compararon por grupos áreas de disco óptico y número de macrodiscos, definidos según Jonas como un área de la media más dos desviaciones estándar y según Adabache como área ≥3.03 mm2 quien evaluó población Mexicana. Resultados: El área promedio de disco óptico fue 2,78 y 2,80 mm2 glaucoma Vs. sanos. De acuerdo al criterio de Jonas, se observó un macrodisco en el grupo sanos y según criterio de Adabache se encontraron ocho y veinticinco macrodiscos glaucoma Vs. sanos. (OR=0,92 IC95%=0.35 – 2.43). Discusión: No hubo diferencia significativa (P=0.870) en el área de disco entre los dos grupos y el porcentaje de macrodiscos para los dos grupos fue similar, aunque el bajo número de éstos no permitió concluir en términos estadísticos sobre la presencia de macrodisco y glaucoma.

La influencia de la construcción de identidad cultural vietnamita en la guerra de independencia de Vietnam (1946-1954)

La presente investigación tiene como objetivo explicar la influencia de la construcción de identidad cultural vietnamita en la Guerra de Independencia de Vietnam entre 1946 y 1954. Se argumenta que la construcción de identidad cultural justificó, promovió y legitimó la guerra de independencia como instrumento político ya que –en tanto proceso relacional– generó durante la colonización francesa prácticas de diferenciación fundamentadas en la reivindicación de los valores, tradiciones, costumbres, creencias y símbolos vietnamitas en torno a la resistencia. Ello propició una ruptura en las relaciones políticas imperantes, lo que condujo a la búsqueda de un nuevo orden social basado en la autodeterminación. Se utiliza una metodología de tipo cualitativa, fundamentada en el análisis documental e historiográfico.

Climate change projections and selected impacts for Vietnam

In September 2013, the 5th Assessment Report (5AR) of the International Panel on Climate Change (IPCC) has been released. Taking the 5AR cli-mate change scenarios into account, the World Bank published an earli-er report on climate change and its impacts on selected hot spot re-gions, including Southeast Asia. Currently, dynamical and statistical-dynamical downscaling efforts are underway to obtain higher resolution and more robust regional climate change projections for tropical South-east Asia, including Vietnam. Such initiatives are formalized under the World Meteorological Organization (WMO) Coordinated Regional Dynamic Downscaling Experiment (CORDEX) East Asia and Southeast Asia and also take place in climate change impact projects such as the joint Vietnam-ese-German project “Environmental and Water Protection Technologies of Coastal Zones in Vietnam (EWATEC-COAST)”. In this contribution, the lat-est assessments for changes in temperature, precipitation, sea level, and tropical cyclones (TCs) under the 5AR Representative Concentration Pathway (RCP) scenarios 4.5 and 8.5 are reviewed. Special emphasis is put on changes in extreme events like heat waves and/or heavy precipita-tion. A regional focus is Vietnam south of 16°N. A continued increase in mean near surface temperature is projected, reaching up to 5°C at the end of this century in northern Vietnam un-der the high greenhouse-gas forcing scenario RCP8.5. Overall, project-ed changes in annual precipitation are small, but there is a tendency of more rainfall in the boreal winter dry season. Unprecedented heat waves and an increase in extreme precipitation events are projected by both global and regional climate models. Globally, TCs are projected to decrease in number, but an increase in intensity of peak winds and rain-fall in the inner core region is estimated. Though an assessment of changes in land-falling frequency in Vietnam is uncertain due to difficul-ties in assessing changes in TC tracks, some work indicates a reduction in the number of land-falling TCs in Vietnam. Sea level may rise by 75-100 cm until the end of the century with the Vietnamese coastline experienc-ing 10-15% higher rise than on global average. Given the large rice and aquaculture production in the Mekong and Red River Deltas, that are both prone to TC-related storm surges and flooding, this poses a challenge to foodsecurity and protection of coastal population and assets.

A photographic journey through Vietnam

This degree project consists of “A photographic journey through Vietnam”. One month was spent in Vietnam where the different aspects of the Vietnamese life were documented in images. The journey began in Hanoi and descended down the country to Ho Chi Minh City.The report describes the compositional elements of photography and makes an attempt to describe what a “good” image is. Furthermore it explains what equipment that is necessary for such a journey and how you can interact with the local population.When the journey came to an end, a photographic book consisting of 200 images was created. The report details the used workflow step by step. Finally the author has commented 20 of the selected images regarding their photographic composition.

Discourse strategies and power roles in student-led distance learning

The assertion of identity and power via computer-mediated communication in the context of distance or web-based learning presents challenges to both teachers and students. When regular, face-to-face classroom interaction is replaced by online chat or group discussion forums, participants must avail themselves of new techniques and tactics for contributing to and furthering interaction, discussion, and learning. During student-only chat sessions, the absence of teacher-led, face-to-face classroom activities requires the students to assume leadership roles and responsibilities normally associated with the teacher. This situation raises the questions of who teaches and who learns; how students discursively negotiate power roles; and whether power emerges as a function of displayed expertise and knowledge or rather the use of authoritative language. This descriptive study represents an examination of a corpus of task-based discussion logs among Vietnamese students of distance learning courses in English linguistics. The data reveal recurring discourse strategies for 1) negotiating the progression of the discussion sessions, 2) asserting and questioning knowledge, and 3) assuming or delegating responsibility. Power is defined ad hoc as the ability to successfully perform these strategies. The data analysis contributes to a better understanding of how working methods and materials can be tailored to students in distance learning courses, and how such students can be empowered by being afforded opportunities and effectively encouraged to assert their knowledge and authority.

Students’ Role in Distance Learning

1. IntroductionMuch of the support that students have in a traditional classroom is absent in a distance learning course. In the traditional classroom, the learner is together with his or her classmates and the teacher; learning is socially embedded. Students can talk to each other and may learn from each other as they go through the learning process together. They also witness the teacher’s expression of the knowledge firsthand. The class participants communicate to each other not only through their words, but also through their gestures, facial expressions and tone of voice, and the teacher can observe the students’ progress and provide guidance and feedback in an as-needed basis. Further, through the habit of meeting in a regular place at a regular time, the participants reinforce their own and each other’s commitment to the course. A distance course must somehow provide learners other kinds of supports so that the distance learner also has a sense of connection with a learning community; can benefit from interaction with peers who are going through a similar learning process; receives feedback that allows him or her to know how he or she is progressing; and is guided enough so that he or she continues to progress towards the learning objectives. This cannot be accomplished if the distance course does not simultaneously promote student autonomy, for the distance course format requires students to take greater responsibility for their own learning. This chapter presents one distance learning course that was able to address all of these goals. The English Department at Högskolan Dalarna, Sweden, participates in a distance learning program with Vietnam National University. Students enrolled in this program study half-time for two years to complete a Master’s degree in English Linguistics. The distance courses in this program all contain two types of regular class meetings: one type is student-only seminars conducted through text chat, during which students discuss and complete assignments that prepare them for the other type of class meeting, also conducted through text chat, where the teacher is present and is the one to lead the discussion of seminar issues and assignments. The inclusion of student-only seminars in the course design allows for student independence while at the same time it encourages co-operation and solidarity. The teacher-led seminars offer the advantages of a class led by an expert.In this chapter, we present chatlog data from Vietnamese students in one distance course in English linguistics, comparing the role of the student in both student-only and teacher-led seminars. We discuss how students navigate their participation roles, through computer-mediated communication (CMC), according to seminar type, and we consider the emerging role of the autonomous student in the foreign-language medium, distance learning environment. We close by considering aspects of effective design of distance learning courses from the perspective of a foreign language (FL) environment.

A diplomacia de ascensão pacífica como estratégia de política externa da China: as relações com o Vietnã e as disputas sobre as ilhas

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

L'anno che non fu? L'anno dell'Europa e la crisi nelle relazioni transatlantiche, 1973/74

The 1970s are in the limelight of a growing historiographic attention, partly due to the recent opening of new archival resources. 1973, in particular, has a special interest in the historian’s eyes, as many are the events that happened that year: to name but a few, the Chilean coup, the October War, the ensuing oil crisis, the Vietnamese peace treaty. So it is may be not entirely surprising that not much attention has been paid to the Year of Europe, a nebulous American initiative destined to sum up to nothing practical - as Kissinger himself put it, it was destined to be the Year that never Was.1 It is my opinion, however, that its failure should not conceal its historical interest. Even though transatlantic relations have sometimes been seen as an uninterrupted history of crisis,2 in 1973 they reached what could then be considered as their unprecedented nadir. I believe that a thorough analysis of the events that during that year found the US increasingly at odds with the countries of Western Europe is worth carrying out not only to cast a new light on the dynamics of transatlantic relations but also to deepen our comprehension of the internal dynamics of the actors involved, mainly the Nixon administration and a unifying Europe. The Nixon administration had not carefully planned what the initiative actually should have amounted to, and its official announcement appears to have been one of Kissinger’s coups de theatre. Yet the Year of Europe responded to the vital priority of revitalising the relations with Western Europe, crucial ally, for too long neglected. But 1973 did not end with the solemn renewal of the Atlantic Declaration that Kissinger had sought. On the contrary, it saw, for the first time, the countries of the newly enlarged EC engaged in a real, if short-lived, solidarity on foreign policy, which highlighted the Nixon administration’s contradictions regarding European integration. Those, in addition to the numerous tensions that already strained transatlantic relations, gave birth to a downward spiral of incomprehensions and misperceptions, which the unexpected deflagration of the October war seriously worsened. However, even though the tensions did not disappear, the European front soon started to disintegrate, mainly under the strains imposed by the oil crisis. Significant changes in the leadership of the main European countries helped to get the tones back to normal. During the course of 1974-5, the substantial failure of the Euro-Arab dialogue, the Gymlich compromise, frequent and serene bilateral meetings bear witness that the worst was over.

Re-Evaluating Vietnam’s Nghe-Tinh Soviets (1930-1931) using a Historical GIS: Some Preliminary Observations

The Nghe-Tinh Soviets of 1930-1931, a rebellion against colonial authority in north-central and central colonial Vietnam, has received extensive analysis by a variety of commentators and scholars, both Vietnamese and not. Most scholars, Vietnam and internationally, settled on some view of immiseration combined with the presence of pro-communist organizers as the motive forces for the rebellion, but a few have favored questions of political dissatisfaction and local empowerment as underlying motivations for revolt. Until recently, examining the rebellion on a gross scale in order to test either theory has proven difficult, with a surfeit of information but no easy way to process it in order to underwrite large-scale analyses. Del Testa is using a historical GIS (geographical information system) analysis, which blends statistics with digitized maps, in order to display correlations between factors, such as wealth, religion, and so on of those who rebelled in order to reexamine the Nghe-Tinh Soviets movement on a grand scale. His presentation will illustrate some initial findings as well as the techniques used.

`Faudrait-il le dire à vous, âEtranger?': enjeux intertextuels dans Vingt Ans de Nguyên Duc Giang

By reworking the thread of colonial initiation commonly found in French novels about Indochina, Nguyên Duc Giang's francophone novel Vingt ans (1940) draws upon novelistic and colonial intertexts to reflect upon the novel's role both in educating metropolitan readers and as a possible foundation for Franco-Vietnamese relations. Francophone and francophile, the young Vietnamese represented by this novel's Vietnamese narrator seem to exist outside of the colonial context; at the same time, a 'foreign' reader, presumably French, haunts the story through a dialogical, and unstable, relationship with the narrator. The latter provides the reader with familiar landmarks and immediately reshuffles them, thus transgressing the relationship that links him to the reader. In this way, the narrator reveals his ambiguity towards the reader and his/her culture, calling French hegemony into question.