Narration Time in the Context of FSL: from Grammar Descriptions to Narrations Written by Students Cover Image

Les Temps de narration en contexte de FLE : entre descriptions grammaticales et récits rédigés par les élèves
Narration Time in the Context of FSL: from Grammar Descriptions to Narrations Written by Students

Author(s): Mohamed Ben Ammar
Subject(s): Foreign languages learning
Published by: Editura Politehnium
Keywords: linguistic descriptions; narrative tense; FLE context; teaching; learning;

Summary/Abstract: The assessment of students’ narrative accounts, which shows difficulties in conceptualizing the use values of certain verbal tenses, raises the question of the relevance of the linguistic descriptions to which learners are exposed. If this grammatical topic taught in the FLE (French as a foreign language) class contributes, in part, to the construction of the learner’s inter-language, it is because it is closely related to the difficulties that we have mentioned. This research therefore focuses on the relationships between the linguistic descriptions deployed in the FLE textbook in the Tunisian context and the problems encountered by students in the use of narrative tenses during the production of narrative accounts. The analysis of narrative texts written in French by Tunisian secondary-school students allowed us to note that a certain number of learners/writers seemed to have an imperfect mastery of the narrative tense, despite the presence of an explicit teaching of the linguistic question.

  • Issue Year: 4/2020
  • Issue No: 7-8
  • Page Range: 276-287
  • Page Count: 12
  • Language: French