Résumé:
The programs in application in the secondary sector had for origin a reform led in
the end of the 90s aiming at a total reorganization of the school system. We suggested
developing a reflection on the treatment of the grammatical contents in the secondary
sector.We listed the papers relative to the following domains: the concept of teaching
grammar, the treatment of grammar in class of language, the place of teaching grammar in
some striking methods. It was allowed to us to confirm by calling upon several studies the
major role of the grammatical teaching in the development of L2
We approached on the institutional executive the objectives of the teaching French
in the secondary sector, we noticed that the programs aim at objectives which go beyond
the typological classification of texts and grant a considerable importance for the
linguistics of the statement. The data of the enunciative grammar show themselves
punctually in textbooks. Didactic object recently introduced into the programs the
statement of a theoretical point of view, is not easily allowed arrest. The analysis of
textbooks allowed us to notice to what extent it is difficult to propose a global and
coherent vision of the statement.
By considering the reform of the education system, he it seemed to us essential as
fulcrum in our search to know the practices of grammatical teaching adopted by the
teachers. The meditative data show that the teachers try to propose diverse initiatives
while the tools of which they make use are still marked by the traditional grammar. The
teachers use certain notions and theoretical principles which ensue from the enunciative
grammar but they continue to use mainly traditional said educational methods. The results
obtained from the analysis of questionnaires direct to a big variability in the practices of
education of the grammar. The observations of class allowed us to have an overview on
the current situation of the teaching of the grammar in the secondary sector. The answers
to questionnaires seem to confirm these results: we noticed that the studied grammatical
contents are often connected with particular speeches the grammar is notional functional.
The used approach is of the type “explicit inductive”.
All these diverse grammatical practices testify of a revealing eclecticism of the
grammatical representations of every teacher in the management of its language course.
We notice that the attempts of renovation didnot manage to stand out (be imperative) in
the classes, but they have nevertheless their tracks.
