Abstract:
The research work that we propose is a reflection on the contribution of
picture to teaching of foreign language (French) in the third cycle. It is based on a
class experience which we have achieved at Said Zerara Midle School in Sidi
Merouane- Mila, during which we have collected two types of data related to the
practices and activities that we make about the use of an image in a language class.
We wanted to know how and what manner middle school teachers exploit the
iconic support to dealing their pupils discursive competencies. This analysis shows
the potentialities offered by reasonable and intelligent exploitation of this support
to the teaching/learning of a foreign language.
This research work is arranged into three parts:
In the first part, we have presented the two domains that underlie our
research which are semiology and pedagogy that we have articulated to the
theories of interactions and language acts. We have presented the methodology of
our research in this part as well. The presentation of these domains has allowed us
to prepare a grid of reading of many parameters on which this analysis is based.
In the second part, we have made an analysis of our corpus which mainly is
constituted of the conversations that have been developed in class around analysis
of the picture and some advertising posters prepared by the pupils. This analysis
has revealed to us the difficulties the teachers face in using this support and wrong
conceptions they have about its pedagogical value.
In the third part we have evoked the different roles of the image mainly in
the pedagogical, civic and cultural aspects.
We have concluded that the use of image in teaching can develop pupil's
cultural, educational and communicative competencies, create their aesthetic and
critical sense and can make the learning of foreign language very motivating and
desirable.
