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Authors: JACQUELINE PICOCHE, BRUNO GERMAIN.
DOI: 10.24193/subbphilo.2019.4.01
Published Online: 2019-12-15
Published Print: 2019-12-30
pp. 11-35
VIEW PDF: FULL PDF
A Case for a New Teaching Approach to French Vocabulary. What is recommended nowadays is teaching the vocabulary assiduously and comprehensively as much in pre-school, elementary and secondary school, as in middle school. It is important to work on the words in context during a reading task, but even more important to propose de-contextualised, independent and explicit vocabulary activities to organise and expand the mental dictionary and bring students closer to the acquisition and usage of words by re-contextualisation. In this respect, Jacqueline Picoche suggests a way of doing this, while Bruno Germain outlines different ones, piloted between 2008 and 2016 and already explored to some extent in the documents accompanying the 2019 curricula in France, which have equally motivated teachers and helped students from elementary to the 7th grade middle school make significant learning progress. Here the most frequent words, like outstanding lexical and semantic mechanisms, are examined in themselves before being associated to others, creating a didactic flow from the lexical to the syntactic and back, a move that is perfectly suited to be transferred, later on, to the whole vocabulary.
Keywords: Lexical association, grammatical class, decontextualization, derivation, mental dictionary, lexicology, polysemy, syntax, thematization
