L’utilisation de la methode contrastive en classe de fle heterogene (le cas des structures verbales)

Abstract

In recent years, the foreign language class has become more and more heterogeneous. The specialized literature also calls it the multi-level classroom: difference in levels, cultures, development, motivation, differentiated learning, different levels of multiple intelligences, etc. Relevant educational solutions hic et nunc are expected from the teacher to build specific learning methods for each student. It is differentiated pedagogy which is essential in language classes, in recent times. We carried out this research based on a questionnaire proposed to French language teachers (from secondary and higher education) and the other to students of the "Ion Creangă" State Pedagogical University of Chisinau, future French language teachers, to see the degrees of heterogeneity of young people at foreign language classes and to find the best solutions to homogenize classes in view of common objectives. Among the methods proposed to improve the classroom situation, we will highlight the contrastive approach as a remediation of verbal syntactic structures for better expression and interaction.