{"id":8770,"date":"2025-10-07T22:49:38","date_gmt":"2025-10-07T20:49:38","guid":{"rendered":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/?p=8770"},"modified":"2025-10-22T00:44:05","modified_gmt":"2025-10-21T22:44:05","slug":"systematiser-autrement","status":"publish","type":"post","link":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/systematiser-autrement\/","title":{"rendered":"Syst\u00e9matiser autrement : faire vivre la grammaire et le lexique en FLE"},"content":{"rendered":"<h2>\u00a0Et si la phase la plus redout\u00e9e du cours devenait la plus vivante ?<\/h2>\n<p>La syst\u00e9matisation n\u2019a pas \u00e0 rimer avec r\u00e9p\u00e9tition m\u00e9canique. En FLE, grammaire et lexique gagnent \u00e0 \u00eatre r\u00e9investis dans des situations signifiantes, ludiques et actives.<\/p>\n<p>Cet article propose des pistes concr\u00e8tes pour r\u00e9enchanter la phase d\u2019entra\u00eenement linguistique gr\u00e2ce aux p\u00e9dagogies actives et \u00e0 l\u2019approche actionnelle.<\/p>\n<h3>Repenser la syst\u00e9matisation : du contr\u00f4le \u00e0 l\u2019action<\/h3>\n<p>Traditionnellement, la syst\u00e9matisation suit la d\u00e9couverte et la conceptualisation : c\u2019est le moment de \u00ab\u00a0faire des exercices\u00a0\u00bb. Mais syst\u00e9matiser, ce n\u2019est pas seulement faire r\u00e9p\u00e9ter, c\u2019est faire agir avec la langue. C\u2019est amener les apprenants \u00e0 mobiliser des structures ou du vocabulaire dans des contextes nouveaux, \u00e0 travers le jeu, la cr\u00e9ativit\u00e9 ou la r\u00e9solution de probl\u00e8mes. Ainsi, la grammaire devient un outil d\u2019expression plut\u00f4t qu\u2019un objet d\u2019\u00e9tude.<\/p>\n<p><em><strong>Petit exemple ! <\/strong><\/em><\/p>\n<p>Au lieu de compl\u00e9ter une s\u00e9rie de phrases au pass\u00e9 compos\u00e9, organisez un \u00ab\u00a0<em>speed dating<\/em> des souvenirs\u00a0\u00bb. Chaque apprenant raconte bri\u00e8vement une exp\u00e9rience pass\u00e9e (<em>Je suis all\u00e9 \u00e0 Paris \/ J\u2019ai rencontr\u00e9 un acteur \/ J\u2019ai appris \u00e0 plonger<\/em>). Les autres notent une question \u00e0 lui poser ensuite (<em>Comment as-tu voyag\u00e9 ? Comment as-tu fait ?<\/em>).<br \/>\nR\u00e9sultat : les formes verbales se fixent naturellement, au c\u0153ur d\u2019un \u00e9change authentique.<\/p>\n<h3>Trois mani\u00e8res de syst\u00e9matiser activement<\/h3>\n<h4>1. Le jeu linguistique<\/h4>\n<p>Transformez la r\u00e9p\u00e9tition en d\u00e9fi collectif.<\/p>\n<ul>\n<li><em>Cartes \u00e0 piocher<\/em> : chaque carte contient une structure \u00e0 employer (<em>Si j\u2019\u00e9tais\u2026, je\u2026<\/em>) ou un mot \u00e0 int\u00e9grer.<\/li>\n<li><em>Mime grammatical<\/em> : un apprenant mime une action, les autres formulent une phrase correcte au bon temps.<\/li>\n<\/ul>\n<p>Le jeu installe la m\u00e9morisation par le plaisir et la surprise, non par la contrainte.<\/p>\n<h4>2. Le recyclage actionnel<\/h4>\n<p>Faites r\u00e9appara\u00eetre les structures dans des t\u00e2ches finales concr\u00e8tes.<\/p>\n<p><em>Exemple<\/em> : apr\u00e8s une s\u00e9quence sur les v\u00eatements et les couleurs, les apprenants con\u00e7oivent une capsule vid\u00e9o \u00ab\u00a0<em>Fashion Week\u00a0\u00bb<\/em>\u00a0o\u00f9 ils d\u00e9crivent une tenue ou un look de star francophone.<br \/>\nLes structures peuvent aussi \u00eatre r\u00e9utilis\u00e9es dans des contextes qui ont du sens pour des apprenants, par exemple dans des fili\u00e8res professionnelles, les tenues sont particuli\u00e8res et obligatoires. Les apprenants peuvent ainsi cr\u00e9er des fiches conseils pour les nouveaux arrivants.<br \/>\nIls mobilisent ainsi lexique, accords et adjectifs au service d\u2019un projet commun.<br \/>\nL\u2019objectif n\u2019est plus de produire la bonne forme, mais de r\u00e9ussir la mission.<\/p>\n<h4>3. La co-construction num\u00e9rique<\/h4>\n<p>Les outils num\u00e9riques offrent une nouvelle dimension \u00e0 la syst\u00e9matisation.<br \/>\nAvec <em>LearningApps, H5P, Genially, Wooclap\u2026<\/em>, les apprenants deviennent cr\u00e9ateurs d\u2019exercices pour leurs pairs. Ils con\u00e7oivent un quiz, un jeu d\u2019association ou une mini-fiche interactive pour la classe suivante. Concevoir, c\u2019est comprendre : cette posture d\u2019auteur consolide les automatismes et d\u00e9veloppe la m\u00e9tacognition.<\/p>\n<h3>Faire dialoguer grammaire et lexique<\/h3>\n<p>Syst\u00e9matiser autrement, c\u2019est aussi r\u00e9unir la grammaire du lexique.\u00ab<\/p>\n<p>Une structure grammaticale prend sens \u00e0 travers le vocabulaire qu\u2019elle permet de manier. \u00ab\u00a0Je viens de + infinitif \u00bb n\u2019a d\u2019int\u00e9r\u00eat que si l\u2019on peut dire<em> Je viens de terminer un projet<\/em> ou <em>Je viens de voir un film incroyable !<\/em><\/p>\n<p>Associer structure et champ lexical favorise la r\u00e9tention, la fluidit\u00e9 et la spontan\u00e9it\u00e9. Les apprenants se concentrent alors sur le message, pas sur la r\u00e8gle.<\/p>\n<h3>En quelques mots&#8230;<\/h3>\n<p>Syst\u00e9matiser autrement, c\u2019est donc :<\/p>\n<ul>\n<li>passer du faire r\u00e9p\u00e9ter au faire agir ;<\/li>\n<li>relier grammaire, lexique et action ;<\/li>\n<li>encourager la cr\u00e9ativit\u00e9, la coop\u00e9ration et le plaisir d\u2019apprendre.<\/li>\n<\/ul>\n<p>Cette phrase, n\u00e9cessaire, mais souvent d\u00e9contextualis\u00e9e et peu porteuse de sens pour les apprenants, cesse d\u2019\u00eatre une contrainte pour devenir une exp\u00e9rience linguistique.<\/p>\n<p><strong>D\u00e9fi \u00e0 relever ! <\/strong><\/p>\n<p>Prenez un exercice de grammaire classique et transformez-le en activit\u00e9 actionnelle ou ludique et que vos apprenants ne se rendent m\u00eame plus compte qu\u2019ils syst\u00e9matisent !<\/p>\n<p style=\"text-align: center;\">***<\/p>\n<p>Je propose r\u00e9guli\u00e8rement des formations et ateliers sur la grammaire active et cr\u00e9ative en FLE. Ces sessions permettent d\u2019exp\u00e9rimenter concr\u00e8tement des outils, sc\u00e9narios et d\u00e9marches innovantes pour faire vivre la langue autrement en classe.<br \/>\nInt\u00e9ress\u00e9\u00b7e ? N\u2019h\u00e9sitez pas \u00e0 me contacter via la <a href=\"https:\/\/isabellebarriere.eu\/numerique-et-fle\/contact\/\" target=\"_blank\" rel=\"noopener\">page Contact<\/a> !<\/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=\"8770\" 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\">    <\/span>\r\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Syst\u00e9matiser autrement, c\u2019est transformer les exercices de grammaire et de lexique en activit\u00e9s actives, ludiques et porteuses de sens. Par le jeu, la co-cr\u00e9ation ou les projets concrets, les apprenants manipulent la langue pour agir, communiquer et m\u00e9moriser durablement. La grammaire devient alors vivante et motivante.<\/p>\n","protected":false},"author":1,"featured_media":8771,"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":true,"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":[13,10],"tags":[37,18,173,183,62,224,225],"class_list":["post-8770","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analyses-reflexions","category-publications","tag-enseignants","tag-fle","tag-grammaire","tag-lexique","tag-pedagogie","tag-pedagogieactive","tag-systematiserautrement"],"featured_image_src":"https:\/\/i0.wp.com\/isabellebarriere.eu\/numerique-et-fle\/wp-content\/uploads\/2025\/10\/pexels-photo-2499951.jpeg?fit=1880%2C1253&ssl=1","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 v28.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Syst\u00e9matiser autrement : faire vivre la grammaire et le lexique en FLE - isabellebarriere.eu<\/title>\n<meta name=\"description\" content=\"Syst\u00e9matiser autrement, c\u2019est transformer les exercices de grammaire et de lexique en activit\u00e9s actives, ludiques et porteuses de sens. 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