« Ils vont – bientôt, ils ont – fini » : développement de tâches basées sur la compréhension pour des adultes en apprentissage de la langue et de la littératie

Abstract

Despite the growing presence of adult students with limited or interrupted formal education (SLIFE) in French as a second language classrooms, few classroom-based studies have focused on this population. These have demonstrated that learner-centered approaches are recommended. Among these approaches, it has been established that comprehension-based tasks allowed SLIFE to grasp concrete lexical and grammatical notions. Given the effectiveness of this approach, it was important to determine if it could be adapted to allow SLIFE to assimilate abstract notions, such as temporality. We adapted the approach to this end and tested out a pedagogical sequence on two occasions in SLIFE groups. To determine whether the pedagogical sequence could be implemented with this population, we took field notes during the intervention and asked students to perform production-based tasks at then end of each implementation cycle. The data collected revealed that by making minor modifications to the approach, it is possible to lead SLIFE to make form-meaning connections on temporality.