Corpus et exercices en ligne, complémentarité ou redondance ? : L’exemple des pronoms relatifs 'qui' et 'que'
- Thomas, Anita Université de Fribourg
-
2021
Published in:
- Bulletin Suisse de Linguistique Appliquée. - 2021, vol. 2 (no. spécial), p. 85-105
Corpus
Didactique
Langues vivantes
Français (langue)
Etude et enseignement (Allophones)
Corpus d'apprenants
Pronoms relatifs
corpus informed teaching, learner corpus research, French L2, relative clause, foreign language teaching
English
The aim of this article is to discuss the use of online corpora as a resource for foreign language teaching. Corpora allow access to the language in its use, which can be considered more authentic than that found in exercises. This study is based on an analysis of the French relative pronouns qui ('who') and que ('which/that') in their most basic use. An analysis of data from learners of L2 French indicates a preference for the use of qui with animate antecedents and que for inanimates, but there are differences according to the tasks and the learners' L1. Correct production of relative pronouns seems to be more difficult in written than in oral production and less correct with que than with qui. A comparison between the teaching material available on the Point du FLE website and a sample of the ScienQuest written corpus reveals a similar distribution of the two relative pronouns. The discussion is focussing on the contribution of the comparison of different data sources for the development of corpus-informed teaching materials.
- Faculty
- Faculté des lettres et des sciences humaines
- Department
- Département de plurilinguisme et didactique des langues étrangères
- Language
-
- French
- Classification
- Language, linguistics
- License
- License undefined
- Identifiers
-
- RERO DOC 330894
- Persistent URL
- https://folia.unifr.ch/unifr/documents/309621
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