L'enseignement de l'arabe L2 entre l'héritage et la nouveauté en didactique des langues vivantes

Abstract

This article deals with issues related to the composition of the lexical content of textbooks used for teaching Arabic as a second language L2 at the Higher Language Institute of Damascus (Syria). The analysis indicates that the content predominantly represents a more 'traditional' approach to teaching lexicon; that is the focus is principally on the semantics of words and phrases while the communicative features of these language elements are dealt with minimally. The analysis in this study shows the weak points in the structure of textbooks now in use in the context of this particular study. It is based on the criteria of the Common European Framework of Reference for Languages (CEFRL) and the skill references of Niveaux pour le français, both offering an approach that is better adapted to the teaching of lexicon and used in more recent textbooks for teaching modern languages. This analysis can be a model example for other institutions to revaluate their textbooks that still uphold the traditional practice of language teaching.