Why should foreign language students learn to define lexical meanings? Such a metalinguistic, decontextualized activity is on the one hand thought of as highly difficult and on the other poorly considered from a communicative angle. Against the background of Bialystok’s model (1991) of linguistic knowledge, the present paper argues in favor of an early integration of definional activities in foreign language teaching. Such a pedagogical task brings benefits in a middle and long term perspective, whereby the learner’s linguistic, and specially lexical knowledge can be structured. With this in mind, the second part of the article details and discusses a series of definitional
activities for A2 learners of French as foreign language.
CLIL theme: 3147 -- SCIENCES HUMAINES ET SOCIALES, LETTRES -- Lettres et Sciences du langage -- Linguistique, Sciences du langage
ISBN:978-2-406-06861-7
EAN:9782406068617
ISSN: 2262-0346
DOI: 10.15122/isbn.978-2-406-06861-7.p.0117
Publisher: Classiques Garnier
Online publication: 03-09-2017
Periodicity: Biannual
Language: French
Keyword: Definition, second language teaching, lexicology