The explicit teaching of vocabulary in French L2: theoretical models, teaching practices and experimental itineraries

Abstract

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.