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L'approche communicative : principes et contenu d'enseignement / apprentissage

Lecture en français langue étrangère – avancées communicatives : les termes d'un paradoxe

Monica Vlad

Pages 16–24

Licence © 2004 the authors · CC BY 4.0

Abstract

The article retraces the history and examines the status of reading over the thirty years of evolution of the communicative thinking in teaching French as a foreign language. We emphasize the fact that the status of reading in the communicative approach is rather paradoxical: the creation of new reading supports (the "authentic documents") encourages research on their discourse features, while reading as such loses ground in these methods becoming an approach to texts meant to serve other types of learning. Our demonstration takes into account two different points of view: on the one hand, the point of view of research on reading and, on the other hand, the point of view of the history of teaching/learning French as a foreign language.

Keywords —

discourse analysis · communication paradox · methodological reading · history of an approach
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Cite this article

Vlad, M. (2004). Lecture en français langue étrangère – avancées communicatives : les termes d'un paradoxe. Dialogos, 10, 16–24.

Vlad, Monica. “Lecture en français langue étrangère – avancées communicatives : les termes d'un paradoxe.” Dialogos, vol. 10, 2004, pp. 16–24.

Vlad, Monica. 2004. “Lecture en français langue étrangère – avancées communicatives : les termes d'un paradoxe.” Dialogos 10: 16–24.

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  author  = {Vlad, Monica},
  title   = {Lecture en français langue étrangère – avancées communicatives : les termes d'un paradoxe},
  journal = {Dialogos},
  year    = {2004},
  volume  = {10},
  pages   = {16--24}
}
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