Propositions pour exploiter la poésie en classe de FLE : (re)construire le poème des sons et sa musicalité

• Main Author: René Corona
• Format: Article
• Language: English
• Published: Cercle linguistique du Centre et de l'Ouest - CerLICO 2020-05-01
• Series: Corela
• Subjects: poetry; signifiers; meanings; orality; phonetic habits.
• Online Access: http://journals.openedition.org/corela/10549

Our proposal originates from the observation that our Italian FLE students have assimilated a wrong French pronunciation over the years. If, on the one hand, language training often fails to provide the students with an adequate knowledge of sounds and phonemes of French language, on the other hand, at university the amount of time dedicated to languages (languages’ workshops) is getting ever shorter, as languages seem to lose their appeal to the benefit of ‘exact’ sciences which eventually prove ‘inexact’ as far as job opportunities are concerned. In light of the above, our proposal aims at making up for lost time, and to work particularly on orality at the beginning of the year with a course on « Langue et Traduction française ». Starting from poetry and playing with signifiers (signifiants) and meanings (signifiés), we will endeavour to motivate the students to do what they are usually less inclined to do : reading poetry and pronouncing French in front of a mirror for 4 to 7 minutes a day – the prescribed time by phonetics’ methods in order to acquire new phonetic habits. A part of this article will be dedicated to the selection of poets (Mallarmé, Valéry, Tardieu, Prévert, Luca) in order to show how the oral force of a poem can become a valid asset for a good pronunciation. In another part, the activities will set off from a verse, which will act as a sort of a phonic and semantic – that is, poetic – « cahier de création ».