L’enseignement de la grammaire : le cas des corpus oraux.

Abstract

The teaching of grammar so far remains strongly rooted in the uses and structural mechanisms of written language. This primacy of the written word over the spoken word can be seen in particular in the practices and teaching aids of grammar. The teaching of the latter is generally done based on the structures and syntactic norms of writing; those of oral language are little used in teaching situations. Grammar textbooks and curricula focus primarily on forming the linguistic mechanisms and norms that govern written language. Many studies in linguistics have however highlighted the morphosyntactic characteristics of the oral while showing their interest for the didactics of grammar; it remains nevertheless that the oral corpora remain little exploited in the process of teaching grammar. The fact that spoken grammar is characterized by more economical and informal syntactic structures compared to more complete and elaborate written ones often presents spoken corpora as unsuited to the pedagogical requirements of teaching grammar. . We think that while starting from an approach of the oral for learning, the morphosyntactic structures of the oral corpora can be used and integrated in certain situations of teaching grammar. The present study thus questions both the place and the contribution of oral corpora in the process of teaching grammar. While returning to the morphosyntactic characteristics of the oral, it proposes a model of integration of the oral corpora for the teaching of grammar. The model in question is materialized by a teaching sequence articulated on two objectives: on the one hand the use of oral corpora for the teaching of the types, the situation and the registers of communication; and on the other hand, the use of oral corpora for the control of grammatical norms.