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Les textes littéraires dans le discours des manuels de français exploités en Pologne entre la fin du XXe siècle et les années vingt du XXIe siècle

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Chmiel-Bożek H.
Academic Journal of Modern Philology
|
2023
|
issue 20
13-26
EN
The article presents the results of a quantitative and qualitative analysis of textbooks for learning French for secondary schools in terms of the use of fragments of literary texts and the didactic goals assigned to them. The conducted study of 43 titles approved for educational use over the last twenty years in Poland reveals that in the majority of textbooks adapted to the 1999 core curriculum, fragments of literary texts appear and are used, in accordance with the communicative approach, mainly to develop key language competencies. Over time, a clear downward trend is noticeable, which means that in the current textbooks, adapted to the 2018 core curriculum, literary texts are practically non-existent, despite the possibilities offered by the action-oriented approach in this matter.
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(Con)texte littéraire dans les manuels de français au niveau secondaire en Pologne

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Chmiel-Bożek H.
Neofilolog
|
2022
|
issue 59/1
35-52
EN
Regardless of the teaching method, literature has always been an element of language learning. The action-oriented approach – proposed more than 20 years ago – does not exclude references to literature in the language classroom. The Companion Volume to the Common European Framework of Reference for Languages, published in 2021, further expands the possibilities for using literary texts in foreign language teaching methodology. This paper will analyse eighteen approved French textbooks from the point of view of the literature-based exercises they contain. The aim is to determine to what extent and with what regularity literature fragments appear in these textbooks and establish the types and objectives of literature-based exercises.
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