Le rôle de la phraséoculture en didactique des langues-cultures en CLE : enjeux théoriques et pratiques méthodologiques

Abstract

Globalization constitutes a significant, irreversible phenomenon to which we need to adapt. The development of economic and cultural exchanges has led to an increase in the number of language learners and the importance of their mastery. In terms of language teaching, phraséodidactics (González Rey, 2007; Sułkowska, 2016; Chen, 2021) – or the teaching of phraseology as a specialized branch of linguistics – requires a particular approach that is both linguistic and cultural, known as phraseoculturology, which studies the phraseoculture of fixed expressions. This article focuses on phraséodidactics (熟语教学 shúyǔ jiàoxué), more precisely on different types of idiomatic fixed expressions (i.e., possessing expressive and stylistic properties relative to idioms specific to a language) in French and their correspondents in Chinese: chéngyǔ. This teaching program is perfectly integrated with the digital age, using the Moodle + H5P platform to allow for fun, interactive, and dynamic content. According to their practice, teachers promote the cultural assets that languages represent.

Keywords

• foreign language
• phraseoculture
• DLC
• phraseodidactics
• chéngyǔ