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Variation, plurilinguisme et évaluation en français langue étrangère

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Edited By Laurent Gajo, Jean-Marc Luscher, Isabelle Racine and Francoise Zay

En articulant les questions de variation, de plurilinguisme, d’évaluation et d’authenticité, cet ouvrage nourrit des débats actuels en français langue étrangère (FLE) et en didactique des langues. Pour le FLE en particulier, l’enjeu consiste à envisager la langue en contexte et en contact, la francophonie se présentant comme un espace d’appropriation du français marqué par la variation et le plurilinguisme, qu’il s’agit de didactiser. Le processus de didactisation interpelle alors les modalités d’évaluation et, en amont, la constitution même du corpus à enseigner et son rapport avec une certaine authenticité. Cet ouvrage intéressera les linguistes, les didacticiens et les enseignants, qui y trouveront des éclairages théoriques originaux et des propositions innovantes pour le travail en classe.

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Partie I : FLE et variation

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Abstract: The definition of variation Daniel Coste gave in his introduction refers to a fundamental question from a pedagogical point of view: “which spoken French do we have to teach?” The three contributions presented in the first part of this volume are centered around this question from a phonetic and a phonological perspectives.

On the basis of a study with Swiss Italian learners and teachers of French, Roberto Paternostro shows that, for them, French is not considered as a “foreign” language but rather as a national language. He points out that the presence of this “feeling of belonging” should be taken into account in the teaching material, in order to teach “with” variation, rather than variation.

As Detey and Lyche underline, variation is commonplace for Norwegian and Japanese learners of French in their L1. Nevertheless, the results of their study show that they do not seem to transfer the rather tolerant attitude towards variation they show in their L1 to French: Parisian French remains the prestigious variety they want to learn. The authors also point out that variation is not really available in the learning material, which could be explained by the lack of ad hoc linguistic and pedagogical training of the teachers.

The last contribution is linked to the question asked by Daniel Coste: “How far can we go?” Alexei Prikhodkine challenges the fact that pedagogical resources are often limited to “native” variation. The results of a study in which learners...

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