| Titre | Jeux de rôle et évaluations sur le vif en Belgique néerlandophone : analyse d'un double bind ordinaire | |
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| Auteur | Danièle Flament-Boistrancourt | |
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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 | 66-88 | |
| Résumé anglais |
The teaching of spoken French L1 or L2 has always been considered as a difficult objective. In order to understand better the reasons for this phenomenon, we took the opportunity of the present renewal of French L2 teaching in the Dutch-speaking part of Belgium, to undertake the data collection of teachers discourse via spontaneous observations and assessments made during classroom role-plays. The analysis of our corpus shows that teachers have inherited views on language and learning which are not adapted to the new pedagogical model for the communicative teaching of French L2. Most puzzling was not so much the existence of these double binds as the fact they persist. It appears that successful communication as seen in the French classes observed relies on a common schooling heritage among teachers and pupils. It is that very heritage which, from a psychosocial point of view, allows the class to interact in a rewarding way and exist as a group. This is true for any human communication based on a minimum of shared knowledge. It is possible to escape that teaching inheritance, so remote from the true linguistic workings of verbal interactions in French, by the use of reflexive training techniques and an outsider's point of view. communication based on a minimum of shared knowledge. It is possible to escape that teaching inheritance, so remote from the true linguistic workings of verbal interactions in French, by the use of reflexive training techniques and an outsider's point of view. Source : Éditeur (via Persée) |
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| Article en ligne | http://www.persee.fr/doc/lfr_0023-8368_2001_num_131_1_1037 |
