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    Pedagogical Perspectives of the Philosophical and Grammatical Paradigms of the French Language

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    Date
    1997-07
    Author
    Izuagie, Matthew Anthony.
    Type
    Article
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    Abstract
    This applied linguistic exposition, a non-empirical study, attempts to establish a logical relationship amongst certain characteristics of language phenomena, language needs and formal language assimilation. This has necessitated a skewed philosophical definition of what could be regarded as philosophical in language applicable to French studies at the tertiary level of education. Selected theoretical premises involving biological features are applied to potential language use directly applicable to French language form and behavior, academic disciplines and institutions; further attempt in our probe is made on how already acquired grammatical notions of advanced students of French could be expanded beyond the traditional confines of the usually dreaded normative grammar. The trealise rolls off with pedagogical reflections, in the light of earlier applied linguistic dialectics, involving a further definition of language needs in respect of advanced students, specifically the. scope, for functional linguistic assimilation with a view of perfecting French as a communication tool and as a medium of acquiring knowledge and studying other components of French studies in tertiary institutions.
    Full Text Links
    Izuagie, M.A. (1997) Pedagogical Perspectives of the Philosophical and Grammatical Paradigms of the French Language. Zimbabwe Bulletin of Teacher Education (ZBTE) vol. 5,no.2, (pp. 51-63.) UZ, Mt. Pleasant, Harare: DTE.
    1022-3800
    http://opendocs.ids.ac.uk/opendocs/handle/123456789/6678
    URI
    http://hdl.handle.net/10646/2301
    Publisher
    Department of Teacher Education (DTE) University of Zimbabwe (UZ)
    Subject
    Education
    xmlui.dri2xhtml.METS-1.0.item-rights
    http://creativecommons.org/licenses/by-nc-nd/3.0/

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