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Apprentissage par l’action et perspective actionnelle pour l’enseignement des langues

Eliane Lousada, Frédérique Arroyas and Margot Irvine

Pour une définition de l’action dans la perspective actionnelle en France

Margaret Bento
The Common European Framework of Reference for Language, a reference document on the conception of the instruction of European languages, is set in an action-oriented approach. Yet, it does not promote any underlying theory. Using a qualitative metasynthesis of literature to address the issue, this article shows, however, that the Framework and the scientific community in favour of the action-oriented approach value these socioconstructivist theories when they characterise the concept of action.

Pour l’introduction de la perspective actionnelle basée sur la réalisation des tâches communicatives en classe de langue étrangère

Elie Alrabadi
The goal of our research is to highlight the advantages of the action-oriented approach based on the fulfillment of communicative tasks adopted by the Common European Framework of Reference for Language (CECR). In order to do this, we propose a theoretical framework to encourage readers to rethink their practices in the language classroom and introduce a task-based approach. In this study, we will present the relationship between the communicative approach and the action-oriented approach. We will then address the different definitions of a task, its origin and its characteristics. Finally, we will show the impact that a task-based approach can have on foreign language teaching and learning practices.

Perspective actionnelle et genres textuels : le modèle didactique dans l’enseignement du français langue étrangère

Luiza Guimarães-Santos
This article discusses the advantages of using an action-based approach and textual genres for teaching and learning French as a foreign language. I also hope to demonstrate the importance of fully understanding a genre before teaching how to reproduce it, especially if the adopted approach is to incite action in a foreign language. To do this, I will analyse the textual genre “trip itinerary” and, beginning with observations of many texts of the same genre, I will devise a didactic model, such as the one proposed by Schneuwly and Dolz (2004). The underlying theory of this study is based on the recommendations of the Common European Framework of Reference for the use of the action-based approach and on the works of Schneuwly and Dolz (2004) and Bronckhart (1999, 2004, 2006) for the production of a didactic model. This model may be defined as a summary of the characteristics of the teachable dimensions of texts sharing the same genre.

Les manuels d’écriture sont-ils des vecteurs motivationnels au niveau universitaire ?

Catherine Black and Manuel Dias
Motivation to write in a second language often poses challenges. This empirical, qualitative study evaluates whether writing or composition textbooks were motivational factors for university students enrolled in French at intermediate and advanced levels. Using motivational criteria identified by research (Dörnyei in particular), we have analysed the pedagogic approaches used in selected textbooks; we then examined the activities they proposed and finally we conducted a survey of professors and students who used the textbooks. The results of the analysis and survey showed certain constants in the perception of writing and the writing process by students and teachers. They also highlight that systematic integration of identified motivational criteria in new textbooks or programs could stimulate students’ interest in writing.

Construire un discours oral, oui ... mais comment ? L’impact de la pragmatique de l’oral sur la didactique des langues étrangères

Radoslaw Kucharczyk
This article focuses on the influences of linguistic theories of spoken language and verbal interaction on the pedagogy of oral interaction in the language classroom. I will therefore describe spoken language and verbal interaction as two independent means of communication. This will cumulate to prove that verbal interaction represents an entirely independent competence in foreign language learning/teaching. The second part of the article will concentrate on this particular competence, considered especially important by the Common European Framework of Reference for Languages (CEFR). I will define pragmatic and interactive competence as well as strategies for verbal interaction which should be present in the foreign language classroom. The article will also include a few tips on how to practice oral interactions when learning/teaching a foreign language.

Pause grammaire : une réflexion sur l’enseignement

Mônica Fiuza Bento de Faria
This short article offers some thoughts on the teaching of grammar. There is general consensus that we teach grammar using the summaries contained in grammar textbooks. However, it is precisely this that requires reflection. Instructors teach grammar as they learned it in their French classes or in their native language classes. Hence, they re-live their own academic or university experiences. Consequently, we have noticed a systematic repetition of such practices. It is time to stop and reflect on this issue.