L’enseignement en FLE de la phraséologie du lexique des affects

Cavalla, Cristelle; Labre, Virginie

doi:10.4000/books.ugaeditions.7149

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…In order to apply its theoretical principles, ECL has also created some practical tools that can be used for the teaching and learning of L1 and L2 French, such as the Lexique actif du français and the DicoPop. 2 Both theoretical reflections and lexicographic tools by ECL aim at text synthesis: this means that the viewpoint of Explanatory Combinatorial Lexicology on language and on language teaching is that of production or encoding.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The lexicon is key to the development of language competence and can be built by working on multiple linguistic facets of words, whether phonetic, morphological, syntactic or semantic (Charmeux, 2010; Mel'čuk, Polguère, 2007;Picoche, 1993;Scott, Nagy, 2009). Some studies have focused on the more specific issues of teaching collocations (Lewis, 2000; Binon, Verlinde, 2004;Frassi, 2018;Tutin, Grossmann, 2002) and of phraseological units (Cavalla, Labre, 2009) by showing that their learning is necessarily the basis of any complete lexical training and that a void among L2 learners could constitute a real obstacle to understanding and producing a language. Promoting the learning of phraseology is therefore imperative.…”

Section: Introductionmentioning

confidence: 99%

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A Didactic Sequence for Phrasemes in L2 French

Bonadonna¹,

Zollo²

2019

Proceedings of the Third International Conference, Europhras 2019, Computational and Corpus-Based Phraseology

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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.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Didactic Sequence for Phrasemes in L2 French

Bonadonna¹,

Zollo²

2019

Proceedings of the Third International Conference, Europhras 2019, Computational and Corpus-Based Phraseology

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“…En revanche, la compétence lexicale occupe moins d'importance puisqu'elle est généralement abordé, sous listes de mots, comme moyen de favoriser la compétence d'expression / compréhension écrite et orale dans les différentes situations de communication prévues dans les méthodes d'enseignement des LE. En outre, les recherches en didactique des LE (Laufer et Sim, 1985;Courtillon, 1989: 147;Nation, 2001;Cavalla et Labre, 2009;Lindqvist, 2021) soulignent que les connaissances lexicales sont plus importantes que les structures syntaxiques pour la compréhension ainsi que pour la production. Le lexique est dorénavant considéré comme «les pivots de la langue autour desquels s'organisent toutes les données phonémiques, morphologiques, syntaxiques, sémantiques, etc.» (Tréville et Duquette, 1996: 1).…”

Section: Introductionunclassified

Acquisition of vocabulary in a foreign language classroom: the case of FFL in the minor of French at Qatar University

Alrabadi,

Harb

2023

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The objective of this research is to highlight the importance of vocabulary acquisition and lexical competence in the development of communicative competence among foreign language learners (FL). To achieve this goal, we have discussed the place occupied by vocabulary in the different methodologies of teaching / learning foreign languages, and we have defined the concept of lexicon and that of vocabulary. We have insisted on lexical competence and the different knowledge associated with it. We then identified our research context and analyzed certain difficulties encountered by our students in acquiring vocabulary in French as a Foreign Language (FFL). We ended up offering a number of activities to develop vocabulary acquisition in FFL classes. This research has therefore allowed us to observe that the acquisition of vocabulary remains a difficult task, especially in exolingual situations where FL is not used outside the classroom.

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Théorie et pratique de l’enseignement de la phraséologie liée aux sentiments en FLE

Bidarmaghz

2023

Folia Litteraria Romanica

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Cet article se situe dans la perspective d’une nouvelle approche lexicale du FLE portant sur les émotions et les sentiments. De façon plus précise, nous aborderons la question de l’enseignement de la phraséologie en contexte de FLE particulièrement la phraséologie liée aux sentiments et aux émotions. Deux branches principales de recherche en linguistique situent les travaux auxquels nous nous référons : d’une part la lexicologie du point de vue de la combinatoire des unités lexicales et d’autre part les grammaires de construction. Les deux branches ont en commun d’accorder une attention particulière aux unités phraséologiques. Pour ce faire, nous commençons par un tour d’horizon terminologique et méthodologique sur les unités phraséologiques. Nous présentons ensuite le modèle fonctionnel de Novakova, que nous tenterons d’appliquer au lexique des transactions commerciales. Enfin nous reviendrons à la démarche didactique proposée par (Cavalla et Labre, 2009), et nous illustrerons la phraséologie du lexique en matière de transactions commerciales.

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L’enseignement en FLE de la phraséologie du lexique des affects

Cited by 3 publications

References 6 publications

A Didactic Sequence for Phrasemes in L2 French

A Didactic Sequence for Phrasemes in L2 French

Acquisition of vocabulary in a foreign language classroom: the case of FFL in the minor of French at Qatar University

Théorie et pratique de l’enseignement de la phraséologie liée aux sentiments en FLE

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