The presence of spoken discourse genres in the French as an additional language classroom
DOI:
https://doi.org/10.25145/j.cedille.2023.24.17Keywords:
speaking, interaction, discourse genres, additional language teachingAbstract
This article focuses on the teaching practices of eleven experienced intermediate level (B1) French teachers in Official Language Schools (EOI), with the aim of discovering the linguistic and pedagogical approaches adopted in the classroom. The analysis focuses on the role and relevance of speaking and interaction, specifically regarding the introduction of discourse genres. The data, obtained through qualitative interviews, reveal that speaking opportunities are constantly introduced in the classroom, but that they are rarely introduced from a gender-based approach, and that most speaking activities continue to focus on form.
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