La place du francais en cours de langue étrangère: L'apprentissage des langues secondes en contexte scolaire

ISBN-13: 9783668118744 / Francuski / Miękka / 2016 / 34 str.

Teddy Barbier

Opis

Memoire (de fin d'etudes) de l'annee 2015 dans le domaine Anglais - Pedagogie, Didactique, Linguistique, note: 16, Universite de Picardie Jules Verne, langue: Francais, resume This work presents a study of second language acquisition within the school environment. Specialists in foreign language pedagogy and didactics promote inductive learning of grammar which is mainly based on first language acquisition. Yet the mechanisms of a child's natural acquisition process cannot be borrowed by adolescents or adults when learning the second language (L2). It appears to be impossible to copy the naturallearning process when, as adolescents or adults, we are studying or acquiring our second language in an "artificial" way. Moreover, second language exposure is short and limited by the margins of a fifty-minute lesson and age appears to be a remarkable site of difference between L1 and L2 acquisition. As a consequence it may be better to adopt a contrastive approach in order to develop and acquire the language skills necessary to communicate. Learners should adopt a metalinguistic approach involving the awareness and control of linguistic components of language in order to avoid using what is commonly called a "formulaic language." This research paper will analyse and comment upon some linguistic theories regarding second language acquisition to reflect critically on common teaching practices. My probationary year as a teacher in high school was, for me, the opportunity to test some teaching practices such as the immersive approach and the contrastive analysis to foreign language learning. I also had the fantastic opportunity to work on several key projects to encourage the learning of English as a second language among high school students 　　Ce travail de recherche presente une etude sur l'apprentissage des langues secondes dans un contexte institutionnel. La didactique actuelle des langues et l'apprentissage inductif des formes grammaticales reprennent certains grands pri