Compétence communicative : : Pourquoi les élèves parlent-ils peu la langue cible en classe de FLE ?

• Main Author: Hayat Omar, Egueh
• Format: Others
• Language: French
• Published: Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP) 2020
• Subjects: Key words Communicative competence; oral competence; target language; language teaching; French as foreign language; oral production activities; Compétence communicative; compétence orale; langue cible; langue d’enseignement; français langue étrangère; fle; activités de production orale; Humanities and the Arts; Humaniora och konst
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97658

Swedish learners of French often do not speak French in the FLE class (French as a foreign language). They experience large difficulties which are on the one hand specific to the French language e.g. chaining and deletion of Schwa, liaison, accentuation and on the other hand the excessive use of the mother tongue in FLE class. The aim of this essay is to understand why French learners communicate little in the target language. The essay consists of three parts. In the first part, through previous studies, we present the importance of the use of the target language in class. Theorists (Lundahl (2012), Tornberg (2015), Dysthe (1996,2003), Lindberg (1996) et Stoltz (2011), as well as the study plan, agree that it is very useful to expose students to the target language as often as possible in order to enrich their vocabulary and increase their knowledge in the taught foreign language. The second part consists in the responses and comments from the questionnaires submitted to the learners and the two teachers. In these questionnaires, most students admit not only that they like to speak French in class, but they would also like the teacher to use the target language. However, to overcome their difficulties to communicate they would like to have more oral production activities. The third part is based on our observations in class. We find out that the most spoken language in the classroom is the mother tongue, which is an obstacle. We also noticed that certain activities, such as watching a film followed by work in a small group and simple dialogues with themes very common in everyday life, prepared in advance and playing them in front of the class, encouraged students to express themselves in French without worrying too much about their faults.