Reformuler oralement le lexique des textes littéraires
Rephrasing in classrooms of French as a Native Language or French as a Foreign and Second Language is an inherent act in any classroom. This linguistic operation takes place in the didactic interaction and can explain some difficult vocabulary to learners. This sort of difficulty in training defined...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Cercle linguistique du Centre et de l'Ouest - CerLICO
2015-11-01
|
| Series: | Corela |
| Subjects: | |
| Online Access: | http://journals.openedition.org/corela/4057 |
| Summary: | Rephrasing in classrooms of French as a Native Language or French as a Foreign and Second Language is an inherent act in any classroom. This linguistic operation takes place in the didactic interaction and can explain some difficult vocabulary to learners. This sort of difficulty in training defined by Bogaards (1994) informs us about the semantic nature of the vocabulary. We know that the lexical items are not equal the ones to the others. Furthermore, we aim to cross a semantic perspective with an interactional analysis of teachers’language in order to show modalizing in their discourses (Greimas, 1976). |
|---|---|
| ISSN: | 1638-573X |