|TITLE||Développer la compétence de l’oral / Developing the Spoken Competence|
|LEVEL||05 - Postgraduate Modular Diploma or Degree Course|
|DEPARTMENT||Languages and Humanities Education|
|DESCRIPTION||This study-unit comprises three sections. The first objective is to introduce students to the theory of spoken interaction, so that they acquire knowledge about the components of a communicative framework, the distinct properties of different interactional types, the rules governing turn-taking, and the diverse roles of phatic elements.
This theoretical component will lead to a second, more practical component where students will study interactional linguistics as applied to the class setting. Students will be able to appreciate that speaking is a highly varied activity involving many styles, and that they need to teach their learners how to adapt their spoken production to accommodate varying situational factors. They will learn about the need to balance between setting for their class practice output spoken activities, such as information gap and jigsaw tasks, and communicative output spoken activities, such as questionnaires, surveys, interviews and role-play. A third component of the unit will complement these elements of teaching spoken production by dealing with corrective phonetics, where students will learn how to teach and correct learners' pronunciation of French.
The study-unit aims to:
- familiarise students with the theory of spoken interaction and its application in a classroom setting.
- present different types of spoken activities for learners.
- make students reflect on ways of developing learners' ability to use spoken language in a variety of circumstances.
- prepare students to effect adequate corrective phonetic practices for Maltese learners of French.
- train students to adopt a teaching approach which places emphasis on communication.
1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:
- plan spoken activities for his/her classes of French by assessing which activities are most suitable to his/her teaching context in order to build learners' speaking skills;
- apply dedicated corrective French phonetics to a public of Maltese and other learners.
By the end of the study-unit the student will be able to:
- bring students to develop and practise scripts - the kinds of verbal exchanges we are likely to encounter in different potential communicative situations - based on a shared cultural knowledge of conventional speech;
- bring students to practise transactional and interactional talk;
- promote a communication-friendly environment in his/her classroom; and
- apply possible solutions for overcoming difficulties in holding spoken activities in class.
Main Text/s and any supplementary readings:
- Alliance française de Lecce:L'oral en classe de FLE Disponible sur:
- Bertocchini P., Costanzo E., Interaction en classe de langue. Disponible sur: alliancefrlecce.xoom.it/.../Bertocchini-Costanzo,%20ln...
- Burkart G.S., 1998, "Spoken Language: What it is and how to teach it." Center for International Education, US Department of Education, p. 1-31.
- Kerbrat-Orecchioni C., 1998, Les interactions verbales, 2e éd., tomes 1, 3, Armand Colin.
- Li Qin, 2012, "Faire parler les étudiants en classe de FLE", Synergies Chine n°7, p. 227-237.
- Pacthod A., Roux P., 2004, 80 fiches pour la production orale en classe de FLE, Didier.
- Sun D., 2014, "From communicative competence to interactional competence: a new outlook to the teaching of spoken English", Journal of Language Teaching and Reasearch, 5(5), p. 1062-1070.
- Breton G., Bruley-Meszaros C., Mous N., 2009, DELF scolaire et junior. B2., Didier.
- Charliac L., Motron A.C., 2004, Phonétique progressive du français, Clé International.
- Cicurel L., Blondel E. (éds.), 1996, La construction interactive des discours de la classe de langue, Presses de la Sorbonne Nouvelle.
- Centre de didactique du français (Université Grenoble III), 1984, Interactions: les échanges langagiers en classe de langue, ELLUG.
- Cosnier J., Kerbrat-Orecchioni C., 1991, Décrire la conversation, Presses Universitaires de Lyon.
- Dolz J., Schneuwly B., 1998, Pour un enseignement de l'oral. Initiation aux genres formels à l'école, ESF.
- Léon M., Léon P., 1997, La Prononciation du français, Nathan Université.
- Mabilat J.J., Martins C., 2014, Guide de communication en français - livre et mp3, Didier.
- Merrakchi I., 2014, Le Jeu dans l'enseignement/apprentissage de l'oral en FLE, Edilivre-Aparis.
- Meunier C., 2015, Petit guide pratique de la phonétique corrective du FLE. Disponible sur:
- Nadjet, Y., 2011, L'interaction verbale et la communication orale dans les classes de langue; cas de la première année secondaire. Mémoire de Magistère, Université d'Oran. (downloadable from Academia).
- Nuchèze, V. de, 1998, Sous les discours, l'interaction, L'Harmattan.
- Tagliante C., 2006, La classe de langue, Clé International.
|ADDITIONAL NOTES||Pre-requisite Qualifications: A first-cycle degree with 70 ECTS in the subject area: French|
|METHOD OF ASSESSMENT||
|LECTURER/S||Anne Marie Bezzina
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.