La grammaire dans le mouvement de la réforme en France et en Grande-Bretagne

Abstract

Direct methodologists fundamentally challenged the way in which living foreign languages (LFL) were taught and/or acquired, as well as the order in which the different contents of language teaching were presented to students. By drawing on the ‘natural acquisition mode’ of a language (Laudenbach 1899: 4), they argued that different periods (or phases) could be distinguished in the direct and intuitive acquisition approach of a LFL (Bréal, Rochelle Collard, Sweet, Schweitzer …). They thus proposed to re-categorise grammatical contents, as well as placing them in a new order and presenting them in relation to the vocabulary to topic to be learnt. The methodologists also created the concept of ‘intuitive grammar’ and some of them recommended the use of an ‘inductive approach’ in teaching grammar.