The Teaching of Oral Production in the FFL Classroom: Linguistic and Psychological Difficulties
DOI:
https://doi.org/10.5281/zenodo.15227574Ключевые слова:
Linguistic elements, grammatical structures, nasal sounds, French as a Foreign Language (FFL), linguistic and communication problems, pronunciation and intonation, morphology and syntax, vocabularyАннотация
Nowadays, oral production–which is essential to the teaching and learning process–is given more attention in
foreign language instruction. According to the Common European Framework of Reference for Languages, oral expression,
also known as oral production, is a competence that students must progressively master. It entails using FFL to express themselves
in a wide range of contexts. In addition to analyzing the resources used to teach oral production and the best activities for
enhancing language proficiency in FFL classrooms, this article clarifies the concept of oral production and its role in FFL learning.
To speak French well and express oneself orally and correctly, one must master the language and possess self-confidence.
The dream of every foreign language learner is to express oneself orally with ease and spontaneity, thereby
achieving perfect mastery of the language.
The major obstacles encountered by learners in oral expression are both psychological and linguistic. It should be noted
that the lack of daily oral practice in the French language, insufficient vocabulary and language skills, and poor pronunciation
are the primary linguistic problems faced by learners. This does not prevent them from experiencing certain difficulties
related to their psychological state, such as the stress of speaking, fear of making mistakes, and a general feeling
of discomfort.
Библиографические ссылки
Jean-Claude Abscombre & Salah Mejri. Linguistic Stallion: Impeded Speech. Paris: Honoré Champion, 2011, pp.
–61. “Phrases in the Dictionary”.
Carol, R. Learning in an Immersion Classroom. What Concepts? What Theory? Paris: L’Harmattan, 2010.
Gagnon, R., & Dolz, J. Body and Voice: What Work in the First Cycle of Secondary French Class? French Today, 2017,
, pp. 63–76.
Gaussel, M. I Say, You Speak, We Listen: Learning with Oral Communication. IFÉ Monitoring File, Lyon: ENS de Lyon,
, No. 117.
Cuq, J.-P. Dictionary of the Teaching of French as a Foreign and Second Language. Paris: CLE International, 2005.
Tagliante, Christine. The Language Class. Paris: CLE International, 2006.
Galligani, S. Reflections on the Concept of Interlanguage to Describe Advanced Non-Native Varieties of French. Linx,
, 49, pp. 141–152.
Harkou, L. For the Use of Playful Activities in Algeria in the FLE Classroom. Synergies Algérie, 2015, 22, pp. 59–71.
Lebre-Peytard, M. Oral Situations, Authentic Documents: Analysis and Use. Paris: CLE International, 1990.
Martinez, P. Foreign Language Teaching (7th ed.). Paris: PUF, Coll. “What Do I Know?”, 2014.
Porcher, L. The Teaching of Foreign Languages. Paris: Hachette, 2004.
Robert, J.-P. Practical Dictionary of Teaching French as a Foreign Language. Paris: Ophrys, 2008.
Roux, P.-Y. Oral Communication in the Language Classroom: From Production to Expression. French in the World,
, 327, p. 36.
Weber, C. For a Didactics of Orality: Teaching French as It Is Spoken. Paris: Éditions Didier, 2013.
Hallion Bres, S., & Lentz, F. The “French Immersion” Sector in Canada: The Case of the Province of Manitoba. Glottopol,
Revue de sociolinguistique en ligne, 2009, No. 13, pp. 52–77.
Xaydarova, L. The Importance of the Use of Interactive Methods While Developing Reading Skills of Young Learners.
Центр научных публикаций (buxdu.uz), 2022, 8(8). Извлечено от: https://journal.
Loubier, C. On the Use of Linguistic Borrowing. Montreal: Office québécois de la langue française, 2011.
Lyster, R. Towards a Pedagogy of Immersion That Balances Form and Content. In: Learning in Immersion Classes.
Paris: L’Harmattan, 2010, pp. 101–127.
Bablon, F. Teaching a Foreign Language in Schools. Paris: Hachette, 2004.
Benamar, R. Strategies to Support Oral Production in the FLE Classroom. Synergies Algérie, 2009, 8, pp. 63–75.
Bialystok, E. Communication Strategies: A Psychological Analysis of Second-Language Use. London: Basil Blackwell.
Charmeux, E. Learning to Speak: Oral Communication Can Also Be Learned. L’école en question; SEDRAP.
Charaudeau, P., & Maingneau, D. Dictionary of Discourse Analysis. Paris: Seuil, 2002.
Загрузки
Опубликован
Выпуск
Раздел
Лицензия
Copyright (c) 2025 MAKTABGACHA VA MAKTAB TA’LIMI JURNALI
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
