Le rôle des activités interactionnelles dans l’enseignement de la grammaire et l’apprentissage des pronoms relatifs dans une classe de langue

Abstract

The role of interactional activities in teaching grammar and learning relative pronouns in a language classroom

The purpose of this research work is to establish a comparison between teaching grammar in an explicit way and teaching grammar in an implicit way, in the context of French as a foreign language (FLE). It was, in fact, noted shortcomings among pupils of the 3rd year of secondary school in the use of relative pronouns. We then undertook an experiment with two groups of the same class by teaching relative pronouns explicitly with one and implicitly, accompanied by interactional activities with the other. The conclusions of this research allowed us to affirm that teaching/learning with the latter was more effective, given the comparative results between the two groups.