Compétence discursive dans l’enseignement motivant du francais

Abstract

Analyzing the discursive competence, developed in the process of acquisition and that of language learning, we consider it imperial to make a clear distinction between the terms of acquisition and learning. Explaining the way in which the child learns the mother tongue, we refer to a process of unconscious (latent) acquisition of sounds, words, phrases and grammatical structures indispensable for communication with others. The product of this child's interaction with the world around him is an implicit, hidden acquisition, when the child spits out knowledge without receiving official instructions. While the language learning process is born from an interaction between an individual who has the role of student and another, with the role of teacher and this assimilation of the rules, by correcting and errors fixing, through a linguistic control is an explicit process. In conclusion, we mention that the language learning competence must not exclude the acquisition one. In this sense, it is desired that the school learning environment immerses the student in interactive situations inspired by real life, which favors the acquisition of language in a context of flexible and autonomous communication.