실재 프랑스어 교수/학습에 대한 고찰 : 실재자료 활용의 역사와 원칙에 대한 소고

Abstract

Are we teaching and learning <authentic French>? For the vast majority of French teachers, this may seem like a strange question, but when we consider the level of communication skills that we French learners acquire through language instruction, it is easy to understand why this question is being asked. French learners who excelled as communicators in the classroom are unable to conduct a conversation with native French speakers in a real setting and are unable to understand everyday phrases and words that are all too familiar to native speakers. In short, the diverse problems that are a result of the disparity between learned French and French that is used in everyday life remain as a problem that has yet to be solved since the introduction of modern-day teaching methodologies to the present day. This study interprets the need for homology between the language of the learner and the language of the user, which is the basic principle of the action-oriented approach, as homology between the learned language in a classroom setting and actual language outside of the classroom. It proposes three methods as the maximalist approach that will prove most effective in achieving these goals in the classroom: the use of authentic documents from the very start of language instruction, level-based use of same authentic resources, and level-based assignments.