Reforme scolaire et soubassements theoriques de l’enseignement de la grammaire du français au secondaire

Abstract

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.