Modeling Language Practices to FLE Classes: Input from Discourse Analysis and Action Theory
Learning the use of a language requires not only the identification of this use but also the didactic modeling of it: it is a question of carefully distinguishing what the expert user (having to perform authentic actions ) of what the learner does in a learning process (having to develop the ability to master a didactic variant of the original action). The transition from the reference usage situation to the learning situation involves a process of complex didactic contextualization that can be conceptualized as organized around the following phases: identification of language practices applying for teaching / description of these practices in their situational and linguistic dimensions /Design of learning situations reproducing the main aspects of situations of use and fulfilling, depending on the circumstances, a learning function (acquisition of new learning) a training function for the integration of acquired or an evaluation function of the level of development of the skills worked. We will approach the notion of didactic contextualization in language as a process breaking with an exclusively coding vision of language in favor of a broader vision, considering verbal activity in its relationship with the action situation that produces it.