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This paper deals with vocabulary teaching in French as a foreign language by focusing on the case of phraseological units. More precisely, it aims to design a didactic sequence for phrasemes within the theoretical framework of Explanatory Combinatorial Lexicology. Our study is based on a corpus-based experience of phraseology teaching conducted in a class of Italian university students learning French as a foreign language. Results indicated that, at the end of the course, students were able to describe the morphosyntactic structure and the use of phraseology in general or specialized language, but that they frequently made mistakes on these elements, in particular in writing, and that there was some confusion over the distinction between different types of phrasemes. Therefore, we propose a didactic sequence that focuses on a sample of phraseological units connected with discursive functions in argumentative texts and that includes the use of online resources in order to give a metalinguistic commentary. Our purpose is to draw a distinction between idioms and collocations, according to a progressive acquisition of metalexical competencies.

In this contribution, we propose to study a specific typology of secondary lexical creation – retronymy – a lexicogenetic mechanism consisting in the relexicalisation of an already existing object and/or concept, following the appearance of a conceptual and formal neologism to which it is semantically linked. To do this, we first propose a theoretical framework of the phenomenon and then move on to an analysis based on the diachronic exploration (short diachrony) of the lexicon of education in relation to ICT, using the web corpus. The use of corpora will allow us to track and graphically capture lexical change by means of frequency distribution curves of lexical units belonging to the chosen domain. It will also allow us to empirically test the validity of the theoretical principles that, according to our hypothesis, support the mechanism of retronymic creation, as well as to offer a model of the prototypical profile of retronyms. Dans cette contribution nous proposons d’étudier une typologie particulière de création lexicale secondaire– la rétronymie– un mécanisme lexicogénétique qui consiste dans la relexicalisation d’un objet, d’un concept déjà existant, suite à l’apparition d’un néologisme conceptuel et formel avec lequel il est sémantiquement lié. Pour ce faire, nous proposons tout d’abord un encadrement théorique du phénomène pour passer, ensuite, à une analyse basée sur l’exploration diachronique (diachronie courte) du lexique de l’enseignement à l’heure du numérique, à partir du corpus Web. L’utilisation de corpus nous permettra de suivre et de saisir graphiquement le changement lexical au moyen de courbes de distribution de fréquence des unités lexicales appartenant au domaine choisi. Cela nous permettra également de tester empiriquement la validité des principes théoriques qui, selon notre hypothèse, soutiennent le mécanisme de création rétronymique, ainsi que d’offrir une modélisation du profil prototypique des rétronymes.

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This contribution presents the results of a recent experimental research aimed at investigating the potential of explicit teaching of French L2 vocabulary in the university context of Langues pour Spécialistes d’Autres Disciplines (LANSAD) in Italy. After introducing the research background, the tools, methodologies and teaching materials are outlined. The qualitative and quantitative evaluation of the results obtained from an experimental test (ET) is then presented. The test consisted of four tâches concerning the identification and use of paraphrastic rules, the analysis of lexical relations through the use of LF and a written production on one of the specialised topics addressed during the course (with the use of LU and PU) in order to measure the students’ acquisition of metalessical knowledge, as well as their ability to spontaneously and correctly use PU in specialised communication. Finally, the results that emerged during the experimental course are outlined, with reference to the significance of the tools and methodologies tested and the promotion of teaching activities focusing on the explicit teaching of vocabulary even in areas such as LANSAD.