Faculté des lettres et sciences humaines

Pour une approche transversale de l’enseignement des langues

Balma, Pierre-Alain

In: Revue Tranel (Travaux neuchâtelois de linguistique), 1999, vol. 31, p. 155-165

Is the attempt to have a coherent terminology in language teaching a priority? And if so, according to which linguistic model or theory? It seems clear that a harmonized terminology could be of a great help to learn one or more foreign languages. However, this question of terminology is only the tip of the iceberg; what is more important is to help learners developing a capacity of reflecting and... Plus

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    Résumé
    Is the attempt to have a coherent terminology in language teaching a priority? And if so, according to which linguistic model or theory? It seems clear that a harmonized terminology could be of a great help to learn one or more foreign languages. However, this question of terminology is only the tip of the iceberg; what is more important is to help learners developing a capacity of reflecting and comparing various languages, an ability to self-build their own metalanguage, allowing them a transversal approach of the studied languages. This is the direction in which the Interlanguage Study Group of the Cycle d’Orientation in Geneva has worked; first in comparing the expression of time in French, German and English, then in elaborating didactic activities in the form of sequential tasks to help students develop a better awareness of both similarities and differences between languages.