Document Type : علمی - پژوهشی

Author

Assistant Professor, Department of French and German Language, Faculty of Literature, Humanities and Social Sciences, Islamic Azad University, Science and Research Branch, Tehran, Iran

10.52547/clls.18.26.135

Abstract

Learning a foreign language such as French always faces various challenges, including overcoming the grammatical problems of learners. Given that grammatical exercises can functionally play an important role in learning the grammar of a foreign language, in this study we aim to look for a relationship between memory and types of grammatical exercises. In other words, in this study we seek to find an answer to the question of how linguistic data and information are stored and classified in the human brain and memory? What is the difference between grammar knowledge and grammar skills, and how can French teachers turn grammar knowledge or mental data into grammar skills through grammar exercises? Using a questionnaire, we asked a question about teachers' knowledge of psychological issues of language, including memory and its relationship with grammar exercises. The research method in this research is analytical and descriptive statistics are presented. The results of this study clearly show that French language teachers are not sufficiently aware of the psychological issues of language and the effective role that this knowledge plays in their teaching skills in choosing different types of grammatical exercises. The results of this study on the types of grammatical exercises also show that conceptual exercises and exercises that deal with the textual, spoken and written productions of learners as well as task-based exercises that are done in groups have the greatest role in the development of procedural memory (which is directly related to Acquisition of language skills is related).

Keywords

⦁    Abgrall, Jean-Philippe (2012) Stimulating student memory and motivation: a method for better learning. Issy-les-Moulineaux (France): ESF.
⦁    Bento, Margaret (2010) “The teaching of grammar in modern language textbooks at college in France in the face of official instructions and the CEFR” in Modern Languages, 3, p. 71-83.
⦁    Bento, Margaret (2013) “Theoretical perspectives on the action-oriented perspective in language teaching in France” in Education & Didactics, 6 (3), p. 95-107.
⦁    Besse, Henri and Rémy Porquier (1991) Grammar and language teaching, Mayenne: Didier.
⦁    Council of Europe (2001) Common European Framework of Reference for Languages, Paris: Didier.
⦁    Courtillon, Janine (2003) Develop a French language course, Paris: Hachette.
⦁    Cuq, Jean-Pierre and Isabelle Gruca (2003) Teaching course in French as a foreign and second language, Paris, Pug. 
⦁    Delannoy, Claude (2007) A memory to learn, Scérén-Center national de educational documentation.
⦁    Fortin, Claudette and Lobna Chérif and Ian Neath (2005) “time and memory” in Psychologie française, n° 50, pp.81-98
⦁    Kolak, Daniel et al. (2006) Cognitive Science: An Introduction to Mind and Brain, Routledge; 1st edition, 376 p.
⦁    Lamailloux, Pierre et al. (1993) making French exercises, Paris: Hachette, coll. Pedagogies for tomorrow – Didactics
⦁    Martin, R.C. and S.D. Breedin (1992) “Dissociation between speech perception and phonological shortterm memory deficits,” in Cognitive Neuropsychology, 9: 509-534.
⦁    Pescheux, Marion. (2007) Analysis of teaching practice in FFL: Memento for didactic ergonomics in FLE, Paris: Harmattan.
⦁    Ryle, Gilbert (1949) The Concept of Mind, London: Hutchinson.
⦁    Squire, Larry R. and Eric R. Kande (2001) “The memory of skills”, For science (Special issue).
⦁    Thiry, Alain (2014) NLP pedagogy: reading compared to different approaches in pedagogy and cognitive science, De Boeck.
⦁    Tulving, Endel (1995) “Introduction to section on memory,” in Michael S. Gazzaniga (ed.) The Cognitive Neurosciences, Cambridge, MA: MIT Press.
⦁    Vigner, Gérard (2004) grammar in FFL, Paris: Hachette.
⦁    Vigner, Gérard (1984). The exercise in the French class. Paris: Hachette. “Coll. F”.