{"id":37,"date":"2003-05-17T14:05:25","date_gmt":"2003-05-17T12:05:25","guid":{"rendered":"http:\/\/numerique-et-fle.net\/?p=37"},"modified":"2021-09-06T16:34:11","modified_gmt":"2021-09-06T14:34:11","slug":"dialogues-impromptus-en-classe-de-fle","status":"publish","type":"post","link":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/dialogues-impromptus-en-classe-de-fle\/","title":{"rendered":"Dialogues impromptus en classe de FLE"},"content":{"rendered":"<p style=\"text-align: justify;\"><b>Comment faire acqu\u00e9rir les comp\u00e9tences d\u2019aisance, du sens de la r\u00e9partie et de la simultan\u00e9it\u00e9 compr\u00e9hension-expression en langue de communication\u00a0?<\/b><\/p>\n<p style=\"text-align: justify;\"><!--more--><\/p>\n<p style=\"text-align: justify;\">Les dialogues font partie int\u00e9grante de l\u2019apprentissage du fran\u00e7ais langue \u00e9trang\u00e8re (et de toute autre langue). Il suffit de regarder les m\u00e9thodes pour s\u2019en convaincre. Toute le\u00e7on ou unit\u00e9 d\u00e9bute par un dialogue entre deux ou plusieurs personnages. Dialogue fictif, construit sur mesure en fonction des objectifs langagiers et grammaticaux de la le\u00e7on. Bien s\u00fbr ces dialogues ne peuvent exister que dans le monde virtuel de l\u2019apprentissage mais ils ont l\u2019immense avantage de mettre les apprenants vivant dans un milieu non francophone en contact avec la langue, sa structure sans oublier son contexte culturel. Ce qui est valable pour la compr\u00e9hension orale, l\u2019est aussi pour l\u2019expression orale. Quelle m\u00e9thode ne propose pas de cr\u00e9er un dialogue reprenant les structures, le vocabulaire\u00a0? \u00e9tudi\u00e9s au cours de la le\u00e7on\u00a0? Le d\u00e9faut majeur de ces dialogues est leur appartenance \u00e0 un monde fictif\u00a0: celui de l\u2019apprentissage. Que ce soit pour la compr\u00e9hension ou l\u2019expression, ils doivent r\u00e9pondre \u00e0 des crit\u00e8res particuliers. Or dans la vie quotidienne, nos dialogues ne correspondent qu\u2019au crit\u00e8re de la communication. Les exigences grammaticales ou lexicales n\u2019interviennent qu\u2019en second plan, en tant que support de la communication contrairement aux dialogues d\u2019apprentissage.<\/p>\n<p style=\"text-align: justify;\">Les \u00ab\u00a0dialogues impromptus\u00a0\u00bb sont une mani\u00e8re de rem\u00e9dier \u00e0 cet inconv\u00e9nient et de permettre aux apprenants de mettre de c\u00f4t\u00e9 les r\u00e9flexions grammaticales pour s\u2019int\u00e9resser davantage \u00e0 l\u2019aspect communicatif de la langue. L\u2019utilisation de ces dialogues ne demande aucune pr\u00e9paration si ce n\u2019est celle des sujets. Il suffit d\u2019inscrire sur des papiers des sujets de dialogues (chez le boulanger\u00a0; entre voisins\u00a0: la poubelle de l\u2019immeuble n\u2019est jamais vid\u00e9e, le chien du voisin du dessus aboie sans arr\u00eat, les enfants crient\u00a0; acheter un timbre \u00e0 la poste\u00a0?), en reprenant les th\u00e8mes des le\u00e7ons, des sujets des examens divers ou en inventant\u00a0? A la fin de chaque cours, deux apprenants tirent un sujet et le dialogue s\u2019instaure, sans aucune pr\u00e9paration. Certes, la situation est fictive mais le dialogue ne l\u2019est pas, les apprenants exploitent leurs comp\u00e9tences de communication en fran\u00e7ais et transf\u00e8rent \u00e9galement leurs comp\u00e9tences de leur langue maternelle vers le fran\u00e7ais. Il suffit de consacrer 5 ou 10 mn par cours, pas plus. Au fur et \u00e0 mesure, on constate une fluidit\u00e9 de la parole, une disparition des peurs et des craintes face aux erreurs \u00e9ventuelles. L\u2019enseignant est l\u00e0 pour guider et corriger \u00e9ventuellement les plus grosses erreurs, mais il est spectateur. Et on assiste \u00e0 des dialogues surprenants, dr\u00f4les et humoristiques m\u00eame au niveau d\u00e9butant apr\u00e8s quelques heures de cours. Compr\u00e9hension et expression interviennent en simultan\u00e9 et les progr\u00e8s sont visibles. Rapidement, les apprenants vont r\u00e9utiliser d\u2019eux-m\u00eames les structures r\u00e9cemment \u00e9tudi\u00e9es, par jeu, tout en utilisant celles acquises, naturellement.<\/p>\n<p style=\"text-align: justify;\">Les comp\u00e9tences d\u2019autonomie et d\u2019aisance se d\u00e9veloppent de cette mani\u00e8re ainsi que le sens de la r\u00e9partie, tr\u00e8s difficile \u00e0 acqu\u00e9rir en langue \u00e9trang\u00e8re et pourtant indispensable \u00e0 la communication.<\/p>\n<p style=\"text-align: justify;\">Publi\u00e9 sur EduFLE.net<\/p>\n<div class=\"pld-like-dislike-wrap pld-template-1\">\r\n    <div class=\"pld-like-wrap  pld-common-wrap\">\r\n    <a href=\"javascript:void(0)\" class=\"pld-like-trigger pld-like-dislike-trigger  \" title=\"J&#039;aime\" data-post-id=\"37\" data-trigger-type=\"like\" data-restriction=\"cookie\" data-already-liked=\"0\">\r\n                        <i class=\"fas fa-thumbs-up\"><\/i>\r\n                <\/a>\r\n    <span class=\"pld-like-count-wrap pld-count-wrap\">1    <\/span>\r\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Comment faire acqu\u00e9rir les comp\u00e9tences d\u2019aisance, du sens de la r\u00e9partie et de la simultan\u00e9it\u00e9 compr\u00e9hension-expression en langue de communication\u00a0? 1<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"episode_type":"","audio_file":"","podmotor_file_id":"","podmotor_episode_id":"","cover_image":"","cover_image_id":"","duration":"","filesize":"","filesize_raw":"","date_recorded":"","explicit":"","block":"","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[12],"tags":[],"class_list":["post-37","post","type-post","status-publish","format-standard","hentry","category-activites-pedagogiques"],"featured_image_src":null,"author_info":{"display_name":"Isabelle Barri\u00e8re","author_link":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/author\/izabar\/"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.3 - 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