The word (Not) taken: Enunciation and orality in teaching-learning french as a foreign language (FLE)

Abstract

This article discusses the oral practice in the classroom through the discursive-enunciative perspective. We aim to analyze the effects of pedagogical practices which are said to be based on the action approach (actionnelle) in a course of French as Foreing Language (FLL), at a federal university, during the promotion of what we call student’s word taking. The results point to the imposition of the contingency aspect in the classroom, often making it more urgent than the teacher’s declarations and efforts, thus establishing itself as a restrictor of movements that one needs to undertake in order to build and occupy an enunciative space in this language.