1887

n French Studies in Southern Africa - Modèle communicatif et modèle normatif à l'enseignement du texte littéraire : enjeux et défis en contexte universitaire sud-africain

USD

 

Abstract

Disciplinary discourse in the field of French Studies in South Africa has focused increasingly on learner-centred communicative approaches to language acquisition which are theoretically pitted against traditional text-centred approaches. The communicative model aims to place the learner in authentic contexts of communication and encourages subjective modalities of expression, whilst text-centred (and often normative) models of teaching entail postures of critical distance and metatextual discourse. This article focuses on the challenges of both approaches within the context of French foreign language teaching at undergraduate level in South African universities, by examining the teaching strategies and difficulties encountered by academics in teaching literature in a foreign language. Indeed, learner and text-centred approaches can be conceived of as disciplinary paradigms in their prioritization of communicative competence and/or literary competence, and present particular challenges in terms of learners' language abilities as well as the academic context. The corpus upon which the findings are based consists of interviews conducted with academics in the discipline of French Studies in South Africa in 2011 and 2012. A qualitative method is employed to discuss and evaluate findings which shed light on theoretical teaching models, classroom practice, as well as the diverse uses and approaches to the teaching of literature in foreign language learning contexts.

Loading

Article metrics loading...

/content/french/2015/45/EJC184007
2015-01-01
2016-12-08
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error