Corela (Jan 2021)
La distinction accompli/inaccompli dans le récit en FLE : enjeux pour la conception de matériel pédagogique.
Abstract
This article addresses the issue of pedagogical materials development for the learning of the relation between the compound past (passé composé) and the imperfect (imparfait) in narrative in French as a Foreign Language in endolingual context. Should the viewing choice on the situation be favored, or or should we teach that tenses are used based on contextual clues that need first to be identified? The first position was represented, for example, in the textbook Libre Échange (2001), but later on abandoned (Gündüz, 2005). Our own analysis of 17 textbooks published between 2006 and 2016 confirms this trend. Not one example has been found of the same situation viewed under both bounded and unbounded aspects (j’ai voulu / je voulais), as though this option had been banned. However, the aspectual approach is not completely absent, as demonstrates the case of one textbook that tends to acknowledge both the agency of a subject choosing a view on the situation and norms in the using of the two tenses. Finally, a different material is proposed, that exploits the syntax of utterances with the imparfait and the passé composé. In an enactive framework (Bottineau, 2010, 2014), it is envisaged that two states are being achieved: the perception of an imagined present, or the “possession” of a bounded event. A theoretical account is given, visuals from the material are described and pedagogical gesture suggested to show how this approach can be conducive to the learning of tenses in narrative.
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