« Tu comprendras plus tard » : Pourquoi des enseignants de FLE n’enseignent pas les modalités

Abstract

The appropriate use of modality markers is crucial for foreign language learners. In an academic context, modality is particularly important in writing, insofar as it allows writers to express their stance in relation to their propositions. However, teaching modality markers constitutes a considerable challenge, which language teachers are ill-prepared to undertake. By analyzing L2 French teachers’ interactions in the context of an online in-service training course in Turkey, this study aims to identify recurring features in their discourse. Teachers’ discourse in training contexts constitute a window towards teacher cognition and help to better understand their views on the obstacles related to the teaching of modality.

Keywords

• teacher cognition
• L2 writing
• modality
• teacher training