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2015_04_01_07

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IDIOMATIC EXPRESSIONS AND TEACHING OF FRENCH AS A FOREIGN LANGUAGE: PROBLEM AND PERSPECTIVES
[EXPRESSIONS IDIOMATIQUES ET L’ENSEIGNEMENT DU FRANÇAIS LANGUE ETRANGERE: PROBLEMATIQUE ET PERSPECTIVES]

Sonja Spadijer – Carey Dardompre

DOI: 10.18355/PG.2015.4.1.89-107

Abstract
Idiomatic expressions, defined as polylexical fixed expressions with a figurative sense, make up an important segment of the French lexicon which should have a larger role in methods and curricula for teaching French as a foreign language (FFL). A few examples are: se faire les dents, avoir la dent, faire les yeux en coulisses, avoir l’oeil américain. Given that the study of idiomatic expressions is also an intercultural matter, we find that it is one of the most important topics in an FFL classroom. We hope that this article will draw the attention of teachers, authors, and publishing houses to the importance of a more coherent approach in the study of French idiomatic expressions. We summarize the current situation concerning the place of idiomatic expressions in the official curricula and textbooks of FFL in Montenegro and in Massachusetts. In addition, we propose strategies and modalities so that idiomatic expressions are integrated systematically into the pedagogy of FFL. The present study rests on the analysis of the official curricula and pedagogical methods of both Montenegro and Massachusetts, and on the results of a semic analysis aiming at definitional paraphrases of idiomatic expressions. We noticed some inconsistency concerning the importance of idiomatic expressions in certain curricula and in a large number of textbooks. The semic analysis of the lexicographical definitions allows us to propose varied content with which to organize the study of idiomatic expressions in FFL classrooms using a greater variety of classroom techniques than currently exist.

Key words
idiomatic expressions, interculturalism, pedagogy, definitional circumlocution, empowering students

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