De la abordarea hermeneutică la abordarea tematică a textului în limba străină
From the hermeneutic mediation to the thematic mediation of meaning in teaching foreign languages

Summary/Abstract: The school text reading is very often defined as a mediating process of the meaning, as pupils are incapable to directly access the meaning(s) of the listened text. This problem is still present in the foreign language where its specific characteristics provide a supplementary barrier between the text and the reader. This paper aims at analyzing the evolution of the mediating techniques of the written text in terms of a diachronic corpus of textbooks. From the hermeneutic mediation of meaning, through literary text, specific to 1970s methodology, to the thematic mediation specific to the textbooks belonging to the communicative methodology, this evolution is clearly perceptible. The study proposes several analytical tools of this evolution by comparing the three units reading paratext of literary text: one is extracted from a textbook of the 70s, the other one from a 1979-1999 textbook and finally, the last unit is extracted from a recent textbook (2000) of the French language as a foreign language.

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