YABANCI DİL OLARAK FRANSIZCA ÖĞRETİMİNDE YAZINSAL METİN KULLANMA YAKLAŞIMI ÜZERİNE

Günümüzde yabancı dil olarak Fransızca eğitim-öğretiminde yazınsal metinlerin yeri azdır. Yazılı dilin birçok özelliğini taşıyan yazınsal metinlerin, yabancı dil eğitim-öğretiminde kullanılan özgün belgeler arasında yer alması tercih edilmemektedir. Günlük konuşmayı ve dilin iletişimsel özelliklerini yansıtmadığı gerekçesiyle yazınsal kaynaklar öğretme yöntemlerinin kaynakları arasında neredeyse hiç yer almamaktadır. Bu nedenle, yabancı dil eğitim-öğretiminde yazına sadece, yüksek düzeydeki elit çalışmalarda yer verilmektedir. Yazının, yazılı bir araç olma yönüyle öğreticiliği kabul edilse de, iletişim becerisi öğretimine uygun olmadığı düşünülmektedir. Çalışmamızda, bu düşüncenin kısmen de olsa vazgeçilebilir olduğu görüşünü irdeleyip, nasıl sorusunu yanıtlamaya çalışacağız. Yabancı dil öğretiminin yazın öğretiminden farklı olduğu bilinen bir gerçektir ve yazın öğrenebilmek için önce ilgili dili öğrenmek gerekir. Buradan hareketle, yazınsal metin, yabancı dil eğitimöğretiminde, eylem-odaklı ve iletişimsel öğretim yaklaşımları göze alınarak, işlevsel ve katılımcı bir görev üstlenebilir

Anahtar Kelimeler:

Yabancı Dil Fransızca Öğretimi, Yazın, Biçembilim, EylemOdaklı Yaklaşım, Iletişimsel Yaklaşım

AN APPROACH TOWARDS STYLISTICS WITH DIDACTIC VOCATION FOR TEACHING FRENCH AS FOREIGN LANGUAGE

Currently, the didactics of French foreign language grants a very low position to literary texts. Indeed, the literature, as particularities of the written style, is not at all lauded among authentic teaching documents. It is almost excluded from foreign language teaching-learning methods. Because, it is not considered proper to reflect the athenticity of daily communicative interactions. In this particular article, we look for an answer to the question of the fact that if we can decline these perceptions partially. It is true that language is not thaught in the same way as the literature is. Beyond all, language learning is a prerequisite to be able to learn the litterature. However, it is also necessary to think about the following fact: stylistics with vocation to theach French as foerign language could be functional and collaborative regarding the teaching approaches; in particular communicative and action-oriented ones. The article is written in descriptive method. Textbooks, teaching-learning observations, scientific researches and articles are used. Key words: Teaching-Learning French as foreign language, stylistics, communicative approach, learner.

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