Des corpus pour travailler la compréhension de l'oral

Abstract

Ce texte est le fruit d’un échange entre trois didacticiens issus de champs et de traditions différents qui ont eu envie de confronter des exemples de corpus issus de ces champs distincts dans le but de mieux comprendre les liens entre les corpus, leur(s) usage(s) et leurs destinataires.

Whether it is for French as a language of schooling1 (FLScol), as a second language (FLS) or as a foreign language (FLE), whether it is to teach language mastery, production or comprehension, teaching is no longer conceivable without the support of "corpora". However, textbooks and teaching practices contain corpora that differ greatly from one another in their development, scope and function. Therefore, before developing our reflection, it is important to clarify what the term "corpus" covers and how we will use it. We will then look at the corpora used in class to work on oral comprehension (or OC) and analyse a few examples in order to highlight some of their characteristics. We will focus on recorded corpora, whose hearing serves as a basis (or at least a starting point) for the work to be done to develop the comprehension skills of the learners. As a corollary, the aim is to make explicit the object(s) of teaching and learning - which underlies the constitution of the corpus -, in this case oral comprehension. Finally, on the basis of these analyses, we will try to develop some ideas concerning the validity of corpora and their use.