L'apprentissage de la langue française à travers des activités ludiques

Abstract

The purpose of this study is to explore the role of language games in the teaching of French as a foreign language. In Part One, two definitions of play are compared in order to determine the formal characteristics of all play activities. A general typology of games is also included. This is followed by a description of the role of games in education in general. Hypotheses regarding the use of games in a language - learning situation are also presented. In Part Two, four methods/programmes representing the main methods/approaches for the teaching of a foreign language, namely the traditional, direct and audio-visual methods as well as the communicative approach are considered. The games included in each method/programme are classified and described in detail. As far as possible, the same model was used in order to analyse the games in question. This analytical study shows that general definitions of play are subject to certain modifications when they are applied to education and language teaching. Furthermore, most of the games used in such situations are really exercises presented as games rather than "pure" play activities. In the traditional and direct methods such activities are seen as revision exercises and in the former they are presented in the pupils' mother tongue. In an audio-visual method the games included reflect the behavioural techniques prevalent at the time. It is only in a communicative approach that due importance is given to developing the learners' cornmunicative competence. The relationship between the games presented and the type of programme is therefore evident. At the end of this study two further possibilities in this line of research are suggested.