Le Monologue Théâtral au Service de L’enseignement/apprentissage du FLE

Hanife Genç; Chada Bachrı

Research Article

Year 2019, Volume: 23 Issue: 3, 1033 - 1047, 15.10.2019

Abstract

The information process is a rule of three
that brings together the learner, the teacher, and the method. The method
directly affects both the learner and the teacher. Methods and approaches to
learning and teaching foreign languages are tailored to the individuals’ needs,
expectations and language goals. These techniques and methods are important not
only for learners but also for teachers. The first and only condition for
learning to have permanent, effective and concrete results is the method used
especially in the classroom applications. It is very important to know how and
by whom this learning takes place, in what way and for what reason it is done.
Since the learner is at the center of the learning process the way of knowing
is very important. Theatrical activities that allow learners to practice, to
live what they learn and to represent an opposite approach to all traditional
teaching methods are all based on memorization. According to this point of
view, theatrical activities are essential for many pervasive pedagogical and
didactic affinities related primarily to teaching/learning French as a Foreign
Language. Some of these contributions can be given as follows: elaboration of
pronunciation, participation in class, physical and mental exercises, self-development
and even tools for using French grammar. So far, in the concept of these
practices, different kinds of theatrical discourses are used. It must be said
that these discourses allow only well-defined activities given the number of
students, the physical conditions of the classroom and the limited hours of
classes, in our case of French, in each class. Dramatic language can be very
effective and usable in the French as a Foreign Language classroom. However,
several modalities of speech are defined in the theatrical field, such as the
monologue where the activity can be concentrated on the learning and
development of the latter in each student. In this article, we consider that
the monologue may be a new approach to tracking the language learning progress
of each learner using a specific learning approach by adopting the theatrical
monologue as a teaching tool for French as a Foreign Language. Admittedly, this
approach can adapt to different grades, making it more cost-effective than
existing methods.

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References

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