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Accueil > Les publications > Mélanges Crapel : Revue en didactique des langues et sociolinguistique > Anciennes revues > Mélanges 1976 > L’APPRENTISSAGE DES LANGUES AU NIVEAU DEBUTANT : LE PROBLEME DES SUPPORTS (...)


Article du Mélanges 1976

L’APPRENTISSAGE DES LANGUES AU NIVEAU DEBUTANT : LE PROBLEME DES SUPPORTS ECRITS

CEMBALO, Sam Michel / HOLEC, Henri / RILEY, Philip


Should writing be introduced in an oral course ? When should it be introduced ? How can undesirable interference between spelling and pronounciation be avoided ? These are some of the basic questions that have to be answered in a beginners’ course. The experiment reported on in this article is an attempt to cope satisfactorily with these problems in the case of adult learners.

In the beginners’ course set up at the C.R.A.P.E.L., the decision was taken not to introduce the written language but to enable the learners to write and read the language they were learning to understand and speak, right from the beginning of the course. This, it was expected, would not only facilitate learning, by providing a visual representation of all oral language acquired - a need widely shared by adults mainly because of their educational past, but would also foster the kind of positive and dynamic attitude towards learning during and after the course.

It was also decided to use a system of transcription that would both be suited to the purposes and uses to which writing was to be put in the course and would also prepare the learner for an eventual later change in objectives towards the study of written English. The system adopted is a modified version of i.t.a. : it has the advantage over traditional orthography that it does provide the learner with a tool he can handle on his own immediately - no prior knowledge of spelling is required, all the learner has to do is write what he hears - and does not have any adverse effect on oral comprehension or expression ; it also has the advantage over a phonetic system that it is much closer to the traditional system in its characters and conventions of notation.


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L’APPRENTISSAGE DES LANGUES AU NIVEAU DEBUTANT : LE PROBLEME DES SUPPORTS ECRITS


2005-05-30 15:33:29

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