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French critique and arabic novels

Thesis

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Disciplines
KeywordsTriple Keywords
Languages
Language and languages
Foreign languages
Learning
Learning process
Worth
Values
Axiology
Context (Linguistics)
Grammar, Comparative and general--Context
Situation (Linguistics)
Grammar, Universal
Comparative grammar
Grammar
Grammar, Comparative and general
Grammar, Philosophical
Philosophical grammar
Language and languages--Grammar, Comparative
Novellas (Short novels)
Stories
Metafiction
Fiction
Novels
Fiction--Philosophy
Drama--Plot
Scenarios
Dramatic plots
Plots (Drama, novel, etc.)
Fiction--Plots
Associations, institutions, etc.--Constitutions
Constitutions
Visions
Graphemic analysis
Graphemics
Criticism--Technique
Evaluation of literature
Literary criticism
Literature--Evaluation
Criticism

Abstract

The notion of "difficulty" is not specific to language didactics, nevertheless it is omnipresent in the discourse on teaching learning. The objective of the present work is to delimit this notion, to find out to what it applies in the act of teaching learning, and to understand the place and the values attributed to it in the context of french as a foreign language from 1980 to 1990. The journal le francais dans le monde, a paradigm of formulation in this field, was systematically examined (issues 150 to 237) with the intention of analysing the implementation of the notion. This work lies at the crossing of two fields of study: language didactics (which constitutes the object of study) and discourse analysis (which provides a model of description). The first part of the work retraces the theoretical and methodological choices used : firstly, as a basis for the research, a list of key words has been created through a lexical-notional approach. next fillmore's case grammar as well as enunciative theories have been borrowed in order to sharpen the perspective, to permit a variety of systems and, thus, to apprehend the question on the notion of difficulty from different points of view

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