29.5078, Confs: Applied Linguistics, Language Acquisition/France

[The LINGUIST List]

LINGUIST List: Vol-29-5078. Fri Dec 21 2018. ISSN: 1069 - 4875.

Subject: 29.5078, Confs: Applied Linguistics, Language Acquisition/France

Moderator: linguist at linguistlist.org (Malgorzata E. Cavar)
Reviews: reviews at linguistlist.org (Helen Aristar-Dry, Robert Coté)
Homepage: https://linguistlist.org

Please support the LL editors and operation with a donation at:
           https://funddrive.linguistlist.org/donate/

Editor for this issue: Everett Green <everett at linguistlist.org>
================================================================


Date: Fri, 21 Dec 2018 23:45:10
From: Agnes Leroux [agnes.lerouxbeal at orange.fr]
Subject: Task-based Teaching and the Place of Grammar in Secondary-School Foreign-Language Classes : Finding a Common Ground

 
Task-based Teaching and the Place of Grammar in Secondary-School Foreign-Language Classes : Finding a Common Ground 

Date: 08-Feb-2019 - 09-Feb-2019 
Location: Paris Nanterre, France 
Contact: Agnès Leroux 
Contact Email: agleroux at parisnanterre.fr 

Linguistic Field(s): Applied Linguistics; Language Acquisition 

Meeting Description: 

The objective of this conference is to bring together researchers in
foreign-language didactics and language teachers (mainly secondary-school), to
discuss “grammar in the foreign-language classroom”. What common ground can be
found? Researchers in linguistics, psycholinguistics, interphonology, whatever
the language, are all welcome.

Following the introduction, in 2003, of task-based language teaching into the
French Instructions Officielles (published by the Ministry of Education)
defining the curriculum for the first year of high school in France, it has
become very difficult to define the exact place grammar should be given. The
addition to the 2015 Instructions Officielles for cycle 3 (the last two years
of primary school and the first year of middle school) mentions grammar at the
very end of an article on foreign-language teaching. However the section about
teaching French as a native language explicitly states that grammar should be
taught: « Cycle 3 is the beginning of a phase of explicit and reflexive study
of the language, the aim of which is to facilitate writing and
reading-comprehension activities ». The same attitude towards grammar is
explicit in the Instructions Officielles for cycle 4, which comprises the
second, third and fourth years of middle school. In the complementary
resources offered for cycles, 2, 3 and 4, the section on “promoting a reasoned
approach to language learning” recommends making methodological skills
explicit and integrating them into communication tasks.

In fact those instructions force learners' processes of thinking and
developing strategies into a single direction: on communication skills, the
development of which has one ultimate goal, namely, the achievement of a set
task. Priority is thus given to the sociolinguistic dimension, leaving the
place of psycho-linguistic processes undefined. But should one necessarily
exclude the other? Should the dichotomy between grammar and communication
tasks be maintained?

Contacts:

Agnès Leroux
Nadine Herry-Benit
 

Program:

For conference program and detail about the venue: 
https://crea.parisnanterre.fr/colloque-approche-a-visee-actionnelle-et-grammai
re-en-cours-de-langues-etrangeres-en-college-et-lycee-quel-terrain-d-entente--
841638.kjsp?RH=1455272945096

You can also fill in an application on the conference page. Applications are
free.





------------------------------------------------------------------------------

*****************    LINGUIST List Support    *****************
Please support the LL editors and operation with a donation at:

              The IU Foundation Crowd Funding site:
       https://iufoundation.fundly.com/the-linguist-list

               The LINGUIST List FundDrive Page:
            https://funddrive.linguistlist.org/donate/
 


----------------------------------------------------------
LINGUIST List: Vol-29-5078	
----------------------------------------------------------