Abstracts
Résumé
Cette étude de cas qualitative examine une initiative d’appoint linguistique destinée à soutenir de futurs enseignants du français langue seconde (FLS) non natifs à la réussite d’un entretien sur la compétence orale (ESCO). Les séances d’appoint linguistique reproduisaient des conditions d’emploi de la langue similaire à celles de l’ESCO tout en fournissant un enseignement centré sur la forme. Les participants, répartis en trois groupes d’après leur niveau de compétence orale et inscrits à un programme intensif d’éducation, ont participé à des séances hebdomadaires d’une heure pendant les trois blocs de cours universitaires de huit semaines chacun. À la fin de chacun des trois blocs, les participants effectuaient un retour collectif sur leurs apprentissages avec la facilitatrice pour réfléchir à leurs progrès quant à leur compétence orale ainsi qu’aux facteurs ayant contribué ou nui à leur développement langagier. Les scores obtenus à l’entrevue au début, au milieu et à la fin du programme de formation ont aussi été analysés et comparés. Les résultats indiquent que les participants passent d’un niveau de compétence linguistique à un autre plus élevé sur l’échelle de compétence de l’ESCO. Les participants attribuent ces gains à l’enseignement centré sur la forme et à l’intégration de l’entrevue sur la compétence orale dans les séances d’appoint linguistique.
Mots-clés :
- appoint linguistique,
- évaluation de la compétence orale,
- formation initiale en enseignement,
- enseignement centré sur la forme
Abstract
This qualitative case study examines a language support initiative designed to help non-native prospective teachers of French as a second language (FSL) succeed at an oral proficiency interview (OPI). The language support sessions reproduced conditions of language use like those of the OPI, while providing form-focused instruction. Participants, divided into three groups according to their level of oral proficiency and enrolled in an intensive educational program, attended weekly one-hour sessions during three blocks of university courses of eight weeks each. At the end of each of the three blocks, participants conducted a collective learning review with the facilitator to reflect on their progress in terms of oral proficiency, as well as on the factors that had contributed to or hindered their language development. Interview scores at the beginning, middle and end of the education program were also analyzed and compared. Results indicate that participants move from one level of language proficiency to another higher on the oral proficiency scale. Participants attribute these gains to form-focused instruction and the integration of oral proficiency interviewing into language support sessions.
Keywords:
- language support,
- oral proficiency assessment,
- initial teacher education,
- form-focused instruction
Appendices
Bibliographie
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