ENSEIGNEMENT DE LA GRAMMAIRE DU FLE PAR L’APPROCHE RÉFLEXIVE, NIVEAU UNIVERSITAIRE

Abstract

In this article, we propose to examine the practice of the reflexive teaching grammar at the level B2 at the university, taking into account the aims of a course of grammar included in the initial training of teachers of French as a foreign language. In addition to its metacognitive value, the reflexivity on the grammatical system of the studied foreign language, acquired and/or developed during grammar courses, will allow young teachers of French as a foreign language to have more effective flexibility in the construction of their professional discourse and more motivating and rewarding attitudes towards their pupils.