Glottodidactics is obviously to be seen as a rather new discipline, situated between the humanities and social sciences. This area of studies is delineated first of all by its object and research aims. Although there is a clear consensus about defining this object as L2 teaching/learning, it seems much harder to agree on how to structure this area in a tenable way. This article will argue in favor of organizing the field of glottodidactics in a way that would be propitious for the discipline as a whole, and for studies conducted within it. Further, a proposal is formulated to arrange this field around a central axis which could, in the author’s view, be the process of fostering learners’ communicative competence.
Despite its growing popularity within the humanities and social sciences, the concept of discourse (and also discourse analysis) continues to be perceived as rather vague by those who are not experts in the domain of discourse analysis. The aim of the present paper is to acquaint non-specialist readers with the multifold, interdisciplinary nature of discourse in order to further consider its usefulness with reference to foreign language pedagogy. It is argued that a wider use of this concept may lead us to a more coherent view of the main issues underlying our field, namely by integrating into our thinking both social and individual communicative practices. This idea is illustrated with selected conceptual tools and the views advanced by leading French discourse analysts (e.g. Charaudeau, 1993, 2010; Maingueneau, 1996, 2005) and, up to this point, mainly exploited in studying the media and public communication. Moreover, the importance of typological distinctions in foreign language pedagogy is stressed and an example of a discursive approach to foreign language instruction is provided. At the same time, attention is drawn to inherent and/or objective limitations on and difficulties in a wider use of the concept of discourse. These problems notwithstanding, the conclusion points to the fact that, given the complexity of our domain, it is hardly conceivable nowadays that we can be content with oversimplified formulae and limited, one-sided theories.
This article is aimed at giving a part of response when it comes to selecting resources, both relevant and easily accessible, which could serve as models in developing complex L2 oral competences. Those resources should encompass all levels (relational, semantic, and formal) required in realizing and interpreting efficiently our communicative intentions in oral language. Among suggested criteria, priority is clearly given to the mastery of interactive procedures in meaning construction, as playing a crucial role both in a speaker's/learner's communicative efficacy and the dynamics of his/her oral capacities' development through the media. Moreover, to illustrate our reflection, we analyze the pedagogical and interactive potential in some excerpts from Le téléphone sonne, a radio segment available in podcast format.
FAUT-IL ENCORE PARLER D 'AUTONOMIE?Autonomie, autonomisation deviennent des termes tellement à la mode qu'on en voit déjà apparaítre des emplois plus ou moins abusifs, avec par exemple une intention purement rhétorique (exploiter la valeur emblématique du terme pour se donner une apparence professionnellement branchée) ou encore une intention humoristique (se donner un pretexte «prestigieux» pour se dispenser de ses obligations d'enseignement)... En fait, de tels effets de mode sont bien caractéristiques de nos pratiques discursives par rapport à des termes à la fois évocateurs et prestigieux, et ce phénomène ne saurait suffire, à lui seul, pour nous pousser à nous occuper -une fois de plus -du fond de la question.Or, bien que l'autonomisation constitue l'objet de multiples applications de terrain, ainsi que de recherches théoriques et empiriques très poussées, elle n'est pas à l'abri de malentendus bien plus graves, concernant la nature mème et la finalité de nos interventions pédagogiques. Ce genre de dérapages est d'autant plus facile que:• dans les opinions courantes, la DL est considérée -tout comme quelques autres disciplines (médecine, economie, etc.) faisant l'objet d'imaginaires collectifs plus ou moins simplifies -tantòt comme un ART (reposant sur un talent inné, voire
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