Pedagogical Perspectives of the Philosophical and Grammatical Paradigms of the French Language
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 LinksIzuagie, 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.
Department of Teacher Education (DTE) University of Zimbabwe (UZ)
University of Zimbabwe (UZ)