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The French spoken in the education of the FLE The French spoken in the education of the FLE: The case of the presentation is with learners and teachers





The interest in French spoken in the teaching of French foreign language is not new. From the direct method at the beginning of the twentieth century to the Common European Framework of Reference for Languages, the teaching of French has evolved considerably, taking account in particular of the achievements of pragmatics and interactional languages. According to the Common European Framework of Reference for Languages, the teaching of spoken French must attach some importance to the co-construction of interaction between interlocutors, to the way in which interacting ‘bricks’, in particular with the help of small words of speech. But what is the reality? Are learners exposed to adequate input, allowing them to acquire real oral skills? Not always, both the grammatical standard taught by language textbooks and teachers (the so-called “educational input”) struggles to welcome advances in the grammar of oral. Thus, educational input and how to speak to the teacher can convey completely different representations of the language spoken. An example of this can be found in the presentation’s conversational jobs in the LanCom corpus. The LanCom corpus is a native/non-native differential corpus consisting of verbal interactions recorded half in Dutch-speaking Belgium (French-language oral productions of Dutch-language pupils at intermediate and advanced level in various secondary schools) and half in France (scenes recordings involving the same types of interaction). We will build on the subcorpus of the presentation scenes and the scenes at the travel agency, increased by us in 2005-2006 (Dutch-speaking side: role-play games at the travel agency and evaluation of these activities by four different teachers; French-speaking side: genuine conversations at a travel agency in Lille). Looking at the role games played by Dutch-speaking learners, it can be seen that the presentation is used only in the scenes of a person’s presentation to a third party (in statements such as Nathalie). However, for this type of language, French speakers use only the turning point I present you X, while it appears at home as a very important small word in the management of interactions, as a closing marker (this is everything) and a marker of agreement after a request for confirmation (the airport is indeed Orly/it is). These conversational jobs are totally unknown to Dutch-speaking students, why? We will study the educational input to which learners are exposed, which is largely influenced by a predominantly written representation of the language. So far as that is concerned, the textbooks used in class, as well as those available on the French market, follow the descriptions of traditional and normative grammar, for which the presentation is intended to present beings or objects in a given situation. The four teachers we have registered do not deny it. Thus, in the assessments of role-play games which should focus on the oral competence of pupils, the latter pay little attention to the French marks spoken as the small word (with one exception, which is remarkable: a teacher who worked on the LanCom corpus). And yet, at the level of what could be called “implicit input”, i.e. how to speak about the teacher, this is widely used in his conversational value, to such an extent that it appears to be a typical mark of teaching discourse. In conclusion, this micro-study of a widely used term in conversation makes it possible to highlight the two main strands of our thesis. On the one hand, the study of a differential body makes it possible to highlight important elements specific to the French spoken, which have not yet been exploited either by textbooks, teachers or even linguists. On the other hand, the way in which the teacher is spoken, whether native or not, is an implicit input that is entirely relevant to learners in relation to certain characteristics of the French spoken.

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