Résumés
Résumé
La présente étude vise à déterminer la mesure dans laquelle un enseignement basé sur les concepts permet à des apprenants de français langue seconde (FLS) de s’approprier le concept d’aspect verbal pour comprendre la distinction entre le passé composé et l’imparfait. En tout, 16 apprenants adultes de FLS provenant de trois niveaux différents (A2, n = 8; B1, n = 6; B2, n = 4) ont participé à deux séances de 1 h 30 au cours desquelles la différence aspectuelle entre le passé composé et l’imparfait a été enseignée au moyen d’une séquence d’enseignement basé sur les concepts. Des verbalisations écrites et orales ont été recueillies chez les participants au début et à la fin de l’étude, et ceux-ci ont également rempli un texte à trous faisant office de prétest et de posttest. Les résultats montrent que les apprenants de tous les niveaux ont saisi la notion d’aspect, mais que les apprenants de niveau plus avancé étaient en mesure de mieux appliquer le concept en contexte d’utilisation.
Mots-clés :
- Passé composé,
- imparfait,
- hypothèse de l’aspect,
- enseignement basé sur les concepts
Abstract
The aim of the present study was to determine the extent to which concept-based instruction enables French as a second language learners to appropriate the concept of verbal aspect in order to understand the distinction between the passé composé and the imparfait. A total of 16 adult FSL learners from three different levels (A2, n = 8; B1, n = 6; B2, n = 4) participated in two 1.5 hour sessions during which the aspectual difference between the passé composé and the imparfait was taught using a concept-based teaching sequence. Written and oral verbalizations were collected from participants at the beginning and end of the study, and they also completed a gap-fill text acting as a pretest and posttest. Results showed that learners at all levels grasped the notion of aspect, but that more advanced learners were better able to apply the concept in context of use.
Keywords:
- Past tense,
- aspect hypothesis,
- concept-based instruction
Parties annexes
Bibliographie
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