Migration des textes littéraires vers les classes de FLE : résultats et interprétation d'une recherche quantitative parmi les enseignants de FLE en République tchèque
| Title in English | Migration of literary texts back to FFL classes : results and interpretation of quantitative research among FFL teachers in the Czech Republic |
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| Authors | |
| Year of publication | 2024 |
| Type | Article in Periodical |
| Magazine / Source | Études romanes de Brno |
| MU Faculty or unit | |
| Citation | |
| Web | https://digilib.phil.muni.cz/handle/11222.digilib/digilib.80262 |
| Doi | http://dx.doi.org/10.5817/ERB2024-2-5 |
| Keywords | literary texts ; French as a foreign language ;reading in a foreign language ;literary text in a foreign language classroom ;French literature ;authentic material ;quantitative survey questionnaire survey ;secondary school ;communicative competence |
| Description | Many didacticians (cf. Naturel 1995; Cuq et Gruca 2005; Riquois 2019; Fiévet 2013; Defays et al. 2014; Godard 2015) are of the opinion that literary texts have the potential to develop not only linguistic, cultural, and aesthetic competences, but also intellectual competences of the learners thanks to the migration of imagination that is created by their reading experience. In French as a foreign language textbooks, which are primarily based on communicative competence, reading of literary texts have often been marginalized. This article reflects on the question of whether teachers of French as a foreign language at Czech eight-year grammar schools perceive literary texts as a tool for the development of socio-cultural contexts and for the overall improvement of the key skills of their learners. The present text proposes an interpretation of the results of the questionnaire that took place in March and April 2022, as well as a reflection on the role of reading literary texts in French as a foreign language classrooms from the perspective of teachers. |