Speech and teaching of french grammar : an integrated approach in secondary education

Abstract

In the field of teaching/learning, all courses follow a binary pattern centered around their preparation and delivery. Preparation is the moment when the teacher, drawing from scholarly sources, gathers the necessary information to design their lesson plan, which contains the knowledge to be conveyed to the students. Ideally, for any teacher, the information written on the lesson plan—information they took time to collect and organize—should be communicated, through pedagogical speech, to the students in its original form. Yet, in practice, this information can reach the students through speech in at least three different ways: in a conforming manner, enriched, or simply altered. Does the grammar course conducted at the secondary level escape this reality? Our research hypothesis is that during the delivery of grammar sessions in secondary education, that is, during the verbal interaction established between the teacher and their students, the lesson plan reaches the target audience in a diversified manner. The study aims to investigate how the written document that constitutes the lesson plan is conveyed to the students during the delivery through speech. To achieve this result, two methods of analysis will be employed: the method of grammar didactics and content analysis. In light of the above, general observations on speech and grammar teaching will be outlined. Moreover, the analysis of the implementation of speech during grammar sessions will follow, and finally, suggestions will be presented for an integrated approach to speech during the delivery of grammar sessions.