| Titre | Place des apprenants et place des savoir-faire enseignants dans les grammaires de français langue étrangère | |
|---|---|---|
| Auteur | Geneviève-Dominique De Salins | |
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Revue | Langue française |
| Numéro | no 131, septembre 2001 Grammaires d'enseignants et grammaires d'apprenants de langue étrangère, sous la direction de Jean-Claude Beacco et Rémy Porquier | |
| Page | 23-37 | |
| Résumé anglais |
First, a distinction is made between "grammar for learning", as presented in teaching books or exercises for the language classroom, and "grammar for teaching" which are also quite different from " scientifical grammars" because of their tendency to simplify the definitions and rely on the "teaching know- how". It is objected to these "grammars for teaching" to be unable to help beginners in French, either because their definitions are extremely simplified, and therefore dangerous, or because the students cannot read them at all. Secondly, the power of the "pedagogical grammars" in the classroom is questioned. It seems that "traditional grammar" is used more and more, leaving less and less space to functional or notional grammar. This is probably a sign that the teachers themselves do not give enough importance to the modern theories in linguistics, especially to semantics and utterance linguistics (« linguistique de renonciation »). Finally, it is suggested that without the help of theories, practices of language teaching and didactics of languages might actually stagnate. Source : Éditeur (via Persée) |
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| Article en ligne | http://www.persee.fr/doc/lfr_0023-8368_2001_num_131_1_1034 |
