Skip to Main content Skip to Navigation
Master Thesis

Enseigner la grammaire française dans un lycée norvégien : introduction d’une démarche inductive et effets observables

Abstract : This paper focuses on a native beginner French teacher instruction in a Norwegian high school. Firstly, through her representations of grammar teaching, and her attempt in using an inductive approach to make students discover the imparfait tense with a VG1 class (10th grade). Secondly, this research investigates the perception of the teacher and of the students on this new teaching approach in deductive teaching-learning. This paper aims at proposing some insights on the introduction of an inductive approach in a deductive teaching/learning context, and to observe the possible changes that can emerge in class, regarding the teacher as well as the students. This master thesis also presents the foreign languages situation in Norway, its teaching in secondary school, originating from the foreign languages curriculum built after a reform in teaching in 2006. It is then possible to compare it to the operational instruction used in Norwegian middle and high schools. In this way, I try to link the didactic approaches currently promoted, the Norwegian curriculum and what is operational in class.
Complete list of metadata

https://dumas.ccsd.cnrs.fr/dumas-03004871
Contributor : Lpl - Umr 7309 Amu Cnrs Connect in order to contact the contributor
Submitted on : Monday, January 18, 2021 - 1:27:21 PM
Last modification on : Tuesday, October 19, 2021 - 10:59:59 PM
Long-term archiving on: : Monday, April 19, 2021 - 6:01:45 PM

File

Silvestre_Lena.pdf
Files produced by the author(s)

Identifiers

  • HAL Id : dumas-03004871, version 1

Citation

Lena Silvestre. Enseigner la grammaire française dans un lycée norvégien : introduction d’une démarche inductive et effets observables. Sciences de l'Homme et Société. 2019. ⟨dumas-03004871⟩

Share

Metrics

Record views

96

Files downloads

322