La méthode Lire pour Apprendre et la construction de racontes biographiques à l’oral parmi des étudiants d'anglais langue étrangère
DOI :
https://doi.org/10.17533/udea.ikala.v26n01a06Mots-clés :
discours oral, linguistique fonctionnelle systémique, Lire pour Apprendre, racontes biographiques, pédagogie des genres, anglais langue étrangèreRésumé
Lire pour Apprendre (lpa) est un modèle pédagogique qui fait appel au concept de genre textuel. Ceci a été utilisé dans le monde entier pour le développement de l’alphabétisation des élèves dans des contextes de langue maternelle et de langue étrangère. Malgré sa popularité croissante, très peu d’études ont abordé la manière dont ce modèle peut être utilisé pour soutenir la communication orale des apprenants dans l’apprentissage des langues étrangères. Cet article présente les résultats d’une étude qualitative qui a exploré comment un enseignant d’anglais langue étrangère dans une école rurale a utilisé le modèle pédagogique pour soutenir la compréhension et la production de récits biographiques oraux en anglais par des élèves de neuvième année. Les résultats de l’étude montrent que le potentiel des élèves pour la signification orale a augmenté pendant les cours avec cette stratégie, à la fois en relation avec la quantité de contenu nouveau que les élèves ont pu exprimer dans les étapes et les phases du genre et dans la variété des ressources lexicogrammatiques. qu’ils ont utilisé à cette fin. Les résultats montrent également que l’utilisation du métalangage par l’enseignant, à la fois verbalisée et représentée dans un diagramme, est devenue un échafaudage central pour la construction indépendante des récits biographiques des élèves. Cette étude met en évidence l’utilité de ce modèle pour la promotion du discours oral dans les classes d'anglais langue étrangère.
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