La dimension culturelle à travers les choix anthroponymiques dans les manuels scolaires du cycle moyen

Abstract

Teaching a foreign language is a complex undertaking, since it takes into account several dimensions inherent in the language being studied. The learner who is taught a language, albeit based on precise linguistic content developed in accordance with objectives predefined by the designers of school curricula, discovers, through this content, aspects of the foreign culture. This justifies the interest shown by research in the (inter)cultural dimension of language as a factor favouring the learner’s personal development. The need to introduce cultural learning has prompted us to undertake this research which, through an analysis of textbooks for the junior cycle, will attempt to highlight the approach advocated for teaching foreign culture. The indicators on which we have based ourselves are none other than the anthroponymic choices made by the designers of these textbooks. These choices reveal the level of culturality of the textbooks in question.

Keywords

• culture
• learning
• intercultural
• competence
• anthroponymic choice