Enjeux d’une praxis textuelle en éducation : réflexion sur l’apport des sciences de la culture en enseignement-apprentissage des langues

Abstract

In this article we discuss the contribution of the Textual Semantics theory in education and in Second Language Acquisition. The aim is to apprehend textual praxeology challenges that involve a break with the utilitarian vision of language. After describing our theoretical framework, we propose to study the notion of “competences”, which is at the heart of the Common European Framework of Reference for Languages’ recommendations; a notion that compromises the critical approach of the individual through a closed categorization of language skills to be acquired. We will illustrate our theoretical point of view through an experimentation for the integration a critical approach of texts in language learning class.

Keywords

• cultural sciences
• textometry
• textual genre
• praxeology
• competence/knowledge