La grammaire, fle

Pages: 19 (4651 mots) Publié le: 3 mai 2010

I- Introduction

II- Content

A- The pronunciation/phonetic

B- The genders

C- The tenses

III- Conclusion

I- Introduction
First of all, Language is a tool to communicate, to express our thoughts.
This is a way to link what we see, what we hear, what we feel. Language is a bridge to the other.
Now, idioms such as English, Spanish or French are a specificsystem of communication, which belongs to a people.
Every single language possesses its own rules and peculiarities, which makes it so delicate to learn. It is a long process to master the specificities of a new language.
When learning a new language, various aspects should be studied: vocabulary, grammar, pronunciation and culture.
It is a fact that understanding and applying the grammar of alanguage is one of the most if not the most difficult criterions to success.
At first, we need to understand what does the term “grammar” means and how it rules a language.
« Grammaire. Système de pièges délibérément préparé pour faire trébucher l’autodidacte, tout au long du chemin sur lequel il progresse vers la distinction ». Ambrose Pierre, from Le Dictionnaire du Diable.
As we use to think,grammar is complicated, tricky and useless. Pupils usually don’t like it and feel uncomfortable when they know they have to deal with it.
However, the grammar of a language is the best tool to understand and learn it efficiently. It is like a formula in mathematic; it first looks like something incomprehensible, but as soon as it is understood, this formula become simple and can easily beapplied.
Overall, the best way to learn a language is to acquire its logic.

Now the issue is to teach this logic to the pupils, to keep their enthusiasm while explaining the cogs of the learning language. It is not an easy task, but it is possible to bring them to understand and to lead them to play with the words.

In order to teach a language, it is obviously/indeed necessary to teach the mainrules.
I selected relevant aspects of learning languages, which are usually problematic for the learners. Along this work, I will explain them and suggest an efficient way to teach them.

II- Content
A- La prononciation/phonétique
Repetition, musique, videos, chanson…
e é è ê ë- au ou on an en- ien tien, dalmatien- ai- h

The pronunciation may be the first difficulty the pupils meet.They instinctively read a sentence from a different language with their English knowledge.
Some letters are pronounced differently (-r totally different in English, French and Spanish), they meet with combination of letters which sounds like nothing in English (-an, -ien in French) or they have to deal with unknown symbols (-ñ in Spanish).
This issue with the pronunciation has to be fixed sincethe very beginning of the learning process. The youngest pupils, freshly arriving from the primary school are more likely to assimilate this aspect of the language.
The very first step when learning a language is the apprenticeship of the alphabet in order to be familiarized with the letters and their pronunciation.
As I could observe when I was French assistant, the alphabet is more likely tobe learnt through a musical approach. Singing the letters seems really enjoyable. While the letters are song/sung, they could appear on the board to optimize the learning.
This repetition work is aimed to make the learners used to the pronunciation of the alphabet. When the new alphabet with a different phonetic (and sometimes different letters) is assimilated, the pupils are ready to work onthe new sounds produced by the combination of letters.
Accent and ç
Now we have to explain the pupils that in French, some letters have variation. This is the case of –e. Adding accents to this letter changes the way to write and to pronounce it. The difficulty is that the nuance between the acute accent:
–é and the grave accent: –è, is not easily hearable at the early time of the learning...
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