Du droit de mal parler une langue

Abstract

Today, language teaching faces the issue of teaching language as grammar, many people frequently complaining about the low level of grammar correction among learners of foreign languages. The new methods of language teaching, namely the communicative approach, are « accused » of that. The reproaches are: they have rejected grammar and metalanguage, their curricula are difficult to structure, learners' progress is random, they communicate in a gibberish language that many consider unacceptable. Nevertheless, communicative approaches answer a present need, they are more efficient, more pragmatic, they train learners who are able to use the foreign language understood as a code to be used for different variables and different functions more rapidly, thus communicating with each other.