Les pratiques déclarées des enseignants sur leur enseignement grammatical : quelles élaborations pour quelles transmissions des discours métalinguistiques ?

Abstract

After a theoretical insight into the issues and challenges of grammar teaching, this contribution aims to shed light on the teachers’ reported practices regarding approaches for teaching grammar, through a survey of teachers of FLE (French as foreign language) French-speaking Belgian. While induction from a corpus seems to be a widespread practice, this type of methodology conceals the problem of the relevance of the underlying grammatical discourse, which nevertheless guides the elaboration of the corpus and the guidance of learners in their hypotheses.

Keywords

• grammar
• Teaching
• FFL
• inductive instruction
• deductive instruction