The starting point of our study is the didactics of French as a foreign language considered from the side of the language specificities of Italian speakers Bidaud, 2021; Louis, 2011; Mangiante, 2004; Catroux, 2018). It is from their knowledge and their habits concerning the uses of phonetic and morphological structures that arises our qualitative observation on the learning of FLE in a class of FLE of Letters studies, level A2-B1 of the University of Salerno, focused above all on orality. Today, trends in didactic practice aim to achieve effective linguistic communication from an inductive and eclectic learning method (Puren, 1993; Ciliberti, 2012; Serra Borneto, 2011); in our opinion, Italian students who are going to approach the French language also need a contrastive analysis between the two languages and the learning of new sounds and morphological signs. Our experience in the field leads us to reflect on the gaps of beginner Italian-speaking university students in order to consider the mistakes, but especially the semantic misunderstandings caused by phonological drift. From the phonetic differences between French and Italian, our goal of study is to approach the teaching of French as a foreign language according to the needs of learners as Italian speakers in order to reduce repeated errors, to reduce interference between the language native Italian and the French language of learning and, at the same time, to make speakers aware of the oral practice of the French language and its specificities. In this regard, we will try to consider possible teaching paths aimed at learning focused on the difficulties of Italian speakers and on the deconstruction of Italian norms in the face of the phonetics of French as a foreign language in order to produce oral daily life tasks according to the indications of the Common European Framework of Reference for Languages: Learning, Teaching, Assessing, Complementary Volume, with new descriptors pp. 28, 49, 55, Listening comprehension: 58, oral production: 73-77 and 81-84; oral interaction: 89-95; language communicative skills: 140-143; Qualitative aspects of spoken language use including phonology : 179).
L’apprentissage du FLE pour italophones : point de départ, buts, parcours
Vaccaro Valeria Anna
2023-01-01
Abstract
The starting point of our study is the didactics of French as a foreign language considered from the side of the language specificities of Italian speakers Bidaud, 2021; Louis, 2011; Mangiante, 2004; Catroux, 2018). It is from their knowledge and their habits concerning the uses of phonetic and morphological structures that arises our qualitative observation on the learning of FLE in a class of FLE of Letters studies, level A2-B1 of the University of Salerno, focused above all on orality. Today, trends in didactic practice aim to achieve effective linguistic communication from an inductive and eclectic learning method (Puren, 1993; Ciliberti, 2012; Serra Borneto, 2011); in our opinion, Italian students who are going to approach the French language also need a contrastive analysis between the two languages and the learning of new sounds and morphological signs. Our experience in the field leads us to reflect on the gaps of beginner Italian-speaking university students in order to consider the mistakes, but especially the semantic misunderstandings caused by phonological drift. From the phonetic differences between French and Italian, our goal of study is to approach the teaching of French as a foreign language according to the needs of learners as Italian speakers in order to reduce repeated errors, to reduce interference between the language native Italian and the French language of learning and, at the same time, to make speakers aware of the oral practice of the French language and its specificities. In this regard, we will try to consider possible teaching paths aimed at learning focused on the difficulties of Italian speakers and on the deconstruction of Italian norms in the face of the phonetics of French as a foreign language in order to produce oral daily life tasks according to the indications of the Common European Framework of Reference for Languages: Learning, Teaching, Assessing, Complementary Volume, with new descriptors pp. 28, 49, 55, Listening comprehension: 58, oral production: 73-77 and 81-84; oral interaction: 89-95; language communicative skills: 140-143; Qualitative aspects of spoken language use including phonology : 179).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
