Grammar Practicein College Educational Stage Elements of Reflection
DOI:
https://doi.org/10.70443/jaaal.v16i2.38Keywords:
Discourse, school grammar, texts, teaching grammar, EnunciationAbstract
This paper deals with the main obstacles faced by grammar teachers in the French college, mainly in terms of the grammatical theoretical background that underlie the educational practice. The textbooks and teaching methods have failed to propose a solid foundation for grammar teaching based on an inductive approach. Thus, grammar is presented in a way that is disconnected from other linguistic activities, neglecting the focus on texts and the requirements ofdaily communicative situations.
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Barjolle, Éric, Une gêne pratique à l'égard des manuels ou la phrase en mal de discours, Le Français aujourd'hui, n° 135, 2001 DOI: https://doi.org/10.3917/lfa.135.0031
Barjolle, Éric, Pratique de la grammaire au collège : Éléments de réflexion, Le Français aujourd'hui, vol 2, n° 141, 2003 DOI: https://doi.org/10.3917/lfa.141.0062
Charaudeau, P, De l'enseignement d'une grammaire du sens, Le Français aujourd'hui, n° 135, 2001 DOI: https://doi.org/10.3917/lfa.135.0020
Leeman, D, Quand les formes informent : de la grammaire à la sémantique, Le Français aujourd'hui, n° 135, 2001 DOI: https://doi.org/10.3917/lfa.135.0011
Pollock, J-Y, Langage et cognition, PUF, coll "Psychologie et sciences de la pensée", Paris, 1997.
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