Les littéracies en français sur objectifs universitaires : étude d’un corpus contrastif de productions écrites argumentées et perspectives didactiques

Abstract : How can we define the specific learning outcomes of non-native students of French within the area of written production ? In order to answer this question, we study a highly frequent genre within academic literacy : the argumentative text.Given the neccessity of jointly teaching language and discipline based contents, our study aims to add approaches and modalities to « general » French as a Foreign Language (FLE) used to teach French at university. Emphasizing both their added value to the teaching of non-native speakers and their shortcomings when dealing with French for academic purposes, we set out to analyse the following tools : textbooks following the action-oriented approach, CEFRL, and language certifications (such as TCF, DELF/DALF).Drawing on existing studies of French for academic purposes, we came up with five hypothesises prior to the study of a comparative corpus. This corpus was established in order to identify the non-native speakers’ specific needs when faced with an argumentative written production. It consists of both productions by non-native (corpus ETR) and native speakers of French (corpus FR). This material is presented and analysed within the frame of a typology based on our initial hypothesises resulting in a framework of criteria facilitating a diagnostic evaluation of the academic literacy competency. Finally, we give didactic suggestions for the teaching of French for academic purposes.
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Anne Prunet. Les littéracies en français sur objectifs universitaires : étude d’un corpus contrastif de productions écrites argumentées et perspectives didactiques. Linguistique. Université Sorbonne Paris Cité, 2018. Français. ⟨NNT : 2018USPCA112⟩. ⟨tel-02149388⟩

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