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Pour un enseignement/ apprentissage contextualisé de la « grammaire » du français langue étrangère
| Resumo: | The author first clarified the terms used in this workshop, particularly his reasons for putting a slash between teaching and learning, writing grammar between brackets and talking about French only. He then discusses three points. The current polysemy of the word “grammar”, or its equivalents in other European languages, which can be brought down to three basic senses (“interiorized grammar”, “grammatical representations”, and “grammatical theories”). The most widespread notions of what a grammatical rule is i.e. first assimilation to judicial law; second, to “natural law”; third, to a grammarian’s artefact. Three notions implying more or less three manners of teaching that rule i.e., first, an deductive one; second, an inductive one; the third one being of constructivist order. A brief conclusion bearing on the “grammatical culture” of French follows those four parts. |
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| Assunto: | grammatical rule French as a Foreign Language (FFL) grammar grammaire enseignement des langues Français Langue Étrangère (FLE) règle de grammaire language teaching |
| País: | Portugal |
| Tipo de documento: | journal article |
| Tipo de acesso: | Aberto |
| Instituição associada: | Carnets, Revista Electrónica de Estudos Franceses |
| Idioma: | francês |
| Origem: | Carnets, Revista Electrónica de Estudos Franceses |
| Resumo: | The author first clarified the terms used in this workshop, particularly his reasons for putting a slash between teaching and learning, writing grammar between brackets and talking about French only. He then discusses three points. The current polysemy of the word “grammar”, or its equivalents in other European languages, which can be brought down to three basic senses (“interiorized grammar”, “grammatical representations”, and “grammatical theories”). The most widespread notions of what a grammatical rule is i.e. first assimilation to judicial law; second, to “natural law”; third, to a grammarian’s artefact. Three notions implying more or less three manners of teaching that rule i.e., first, an deductive one; second, an inductive one; the third one being of constructivist order. A brief conclusion bearing on the “grammatical culture” of French follows those four parts. |
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