Pour une didactique de la diamésie : revers du recours à la phrase forgée dans l’enseignement (cas de la litote et du passif)

Abstract

The aim of this study is to look into certain situations of failure that a French learner may face in French class, in order to better understand their origins and to propose avenues for change: the failure in question , here, can be as much a common communicative failure as a failure in terms of educational objectives. In our view, these failures can be explained above all by the fact that the "diamesic" dimension of language in school is not taken into account; in particular, in the exemplification of the language facts taught, both in FLE contexts and in FLM contexts. This translates above all into an almost exclusive recourse to forged sentences, or to decontextualized writing. Our purpose here is based on two precise linguistic turns: the passive and the understatement. We show, in this way, how the integration of a “diamesic” competence in the teaching of languages can be beneficial to fight against these situations of failure, which supposes, in our proposals, a taking into account of oral utterances stemming from spontaneous verbal interactions and an extension of the phrastic unit to the dialogic unit, so as to complete the almost exclusive recourse in scholastic exemplification in writing, and therefore, to supplant the forged and decontextualized sentences, which would provide the learner's mind with a better product for the acquisition and development of communicative and socio-pragmatic skills.