« D’abord comprendre, puis apprendre ». À propos des manuels de FLE du point de vue de l’intertextualité

• Authors: Prošková Alena

Title variants

EN

„FIRST TO UNDERSTAND, THEN TO LEARN“. FRENCH LANGUAGE TEXTBOOKS FROM THE POINT OF VIEW OF INTERTEXTUALITY

• Languages of publication: FR

Abstracts

EN

The objective of the following contribution is to present an original point of view on language textbook analyses influenced by approaches commonly applied in the domain of literary science to describing complicated relations which exist between different types of literary texts. Firstly we mention traditional approaches to pedagogic research used in textbook analyses in the Czech education environment and their restrictions. The second part of the contribution focuses on the possible applications of the concept and typology of intertextual (transtextual) relations formulated by Gérard Genette in his work Palimpsestes : la Littérature au second degré to the analysis of texts and intertextual relations comprised in language textbooks. Finally we try to show how this approach to textbook analysis can enrich existing textbook research by providing concrete examples from the French language textbook Alter Ego + A2.

Keywords

FR

intertextualité; français langue étrangère; manuel; didactique des langues; typologie des textes

EN

intertextuality; French as a foreign language; textbook; language teaching methodology; typology of texts

Discipline

• PHILOLOGY_&_LINGUISTICS: PHILOLOGY & LINGUISTICS

• Publisher: Charles University in Prague, Faculty of Arts, Czech Republic
• Journal: Svět literatury – Časopis pro novodobé literatury (World of Literature – Journal for Modern Literatures)
• Year: 2015
• Volume: Special Issue: Le monde de la litérrature
• Pages: 214-222

Contributors

author

Prošková Alena

• Faculté des Lettres, Université de Bohême du Sud, České Budějovice