Creativity, Dynamics, Best Practice
Edited By Carmen Argondizzo
Making communication more creative and learning more effective with an innovative use of linguistic aspects
Abstract: In a project conducted at Queen’s University (Kingston, Canada), in the context of French as a second language teacher education, I investigated aspects related to creative and economic use of language for teaching. In this chapter I discuss the findings in how they connect to the mandated new Ministry of Education curriculum guidelines in Ontario, Canada. Language features related to an utterance-centered methodology were examined keeping in mind the Ministry’s ‘new grammar approach’. A recommended outcome is that the emphasis be placed on aspects of syntax around the development of a weighting scheme in syntagmatic and paradigmatic practical substitutions. To support lexical development and the acquisition of increased numbers of lexical items we refer to taking into account findings from corpus linguistics. Risk taking around aspects concerning morphology is aimed at increasing confidence in language use without impeding comprehensibility as well as increasing grammatical development. When investigating features of discourse it became apparent that a wide use of collocations, the knowledge of routines and a concentration on literacy learning might produce favourable results. As regards cultural aspects, the exploration of linguistic pragmatics as well as socio-cultural issues for successful communication uncovered the relevance of collocations including commonly used proverbs and sayings intermixed with routine phrases. To better meet today’s more creative learners’ needs we looked at different innovative methodological approaches. Intuitive characteristics in language use and technological means were triangulated with learning needs. Activities are suggested in order to meet expectations delineated in Ministry documents and in...
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