The place and teaching of grammar in FLE classes: challenges and adapted pedagogical methods
DOI:
https://doi.org/10.25130/Lang.9.3.P3.19Keywords:
grammar teaching, explicit grammar, implicit grammar, methodAbstract
There is a link between knowledge of the language and its efficient use. Without knowledge of grammar, it is difficult to perceive its grammatical, semantic and morphological particulars without mastery of a language, it is not easy to develop linguistic skills. If we accept language as a process for understanding and producing, we must learn the symbols of this system. To know the uses of grammar, you must use the principles of the sentence in the right place, to build precise communication and verbal expression, especially in writing.
Over time, if the importance of grammar teaching weakens or changes from one method to another, grammar retains its obligatory place in the teaching of each foreign language.
At present, it is very difficult to get a precise idea of the practices used in French as a foreign language in relation to the teaching of grammar. This linguistic subject, which has experienced a decline, seems to be a form of stagnation during the years (1960s and 1970s), which is now in force in the language class.
Our questionnaire aims to answer some questions in this research such as: What status does French grammar occupy in a French as a foreign language class? What methods should be adopted to teach French grammar in class?
References
- Chiss, J.-L., David, J. (2011). «Didactique du français et étude de la langue». Paris, Armand Colin.
- Cuq, J.-P. (2014). Approche actionnelle et évaluation de la compétence grammaticale. Université de Nice.
- Dubois, J., Giacomo, M. et Louis, G. (1973). «Dictionnaire de linguistique». Paris: Larousse.
- De Salins, G.-D., Dupré la Tour, S. (1994).« Grammaire pour l’enseignement / apprentissage du FLE», Paris: Didier.
-Fougerouse, M-C. (2001). « L'enseignement de la grammaire en classe de français langue étrangère ». ELA. Études de linguistique appliquée, France.
- Günday, R. ve Ark. (2017). Quelle Demarche Suivre en Didactique de Langue Etrangere: La Grammaire Implicite ou La Grammaire Explicite? Humanitas, 5(10), 247-262
-Günday, R. (2015). «Approches, méthodes, techniques dans l'enseignement des langues étrangères et outils et matériaux multimédias». Ankara: Publications favori.
- Médioni Marie-Alice, ( 2011),« Enseigner la grammaire et le vocabulaire en langues», édition Chronique sociale, France.
-Nadeau, M. et Fisher, C. (2011). « Les connaissances implicites et explicites en grammaire: quelle importance pour l'enseignement? Quelles consequences? ». Bellaterra, Journal of Teaching and Learning and Literature, Vol. 4, pp. 1-31.
- Nation, I. S. P. (1990). «Teaching and Learning Vocabulary». New York: Newbury House.
- Pluskwa, D., et Willis, D., Willis, J.( 2009). «L’approche actionnelle en pratique : la tâche d’abord, la grammaire ensuite In : L’approche actionnelle dans l’enseignement des langues». Paris : Editions Maison des langues.
- Vigner, G. (2004). «La grammaire en FLE». Paris: Hachette.
- Vigner, G,(2004) la grammaire en FLE, Paris, hachette.
Sito -graphies
- https://citations.ouest-france.fr/citation-antoine-de-rivarol/grammaire-art-lever-difficultes-langue-23705.html (Rivarol, Fragments et pensées).
-https://dergipark.org.tr/tr/download/article-file/401411
-Zimmerman, B. J. (1996).« Enhancing student academic and health functioning: A self-regulatory perspective». School Psychology Quarterly, 11(1), 47–66. https://doi.org/10.1037/h0088920
