L’impact Des Textes Littéraires En Vue De Développer Des Compétences Langagières Et Interculturelles En Fle (cas Des Apprenants De La 4e Année Moyenne Et De La 3e Année Secondaire)

Résumé: Our contribution is part of a reflection on the teaching of foreign languages, in this case the French language through the literature for training and the development of language and intercultural competences which, at their tower represent a major stake in education. In this paper, we refer to a central point, namely the use of literature in the medium and high school didactics of the FLE, with a view to installing mainly in the learner not only productive and receptive skills in French. But also intercultural skills. The question we will ask is how is literature used and / or articulated by the teacher in his class? Thus, the questions underlying this reflection are: Why introduce or teach literature in FLE class? What place does this teaching of literature in FLE classroom occupy? What is the textual typology chosen to be taught in the different levels? Is there a difference between the text taught in a language class, literary or scientific? Is the methodology adapted to teach the literary text the same for each sector? To answer all these questions, it seemed to us necessary to carry out a field survey by observation of text lessons in the 4th and 3rd year secondary classes that we propose to interpret and analyze. The choice of classes is not random. The 4th year and the 3rd are exam classes considered as hinge classes or decisive. At the same time, they are orientation classes for learners towards the various literary, scientific or technical fields.

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