La représentation de la simplification linguistique dans l’enseignement des langues étrangères : étude de cas des enseignants des centres de langues universitaires en Finlande
DOI:
https://doi.org/10.58221/mosp.v119i3.40447Keywords:
linguistic simplification, language teaching, French, SpanishAbstract
Originating in Sweden and subsequently spreading throughout the Nordic countries (Lindholm & Vanhatalo, 2021), the phenomenon of simplification has become one of the most widely discussed topics when talking about communication. It is mainly aimed at people suffering from cognitive disorders (Maaß, 2020, p. 19; Lindholm & Vanhatalo, 2021, p. 14). Although its use in foreign language teaching remains debatable, it has always had a significant and pervasive implication on language teaching. This article, based on existing scientific literature on the subject and following both qualitative (interviews) and quantitative (surveys) methods, aims to investigate a largely unexplored area of teaching French and Spanish to adult learners in university language centers in Finland. Our main research questions focus on how teachers perceive simplification and the importance they assign to it in addressing language complexity in oral and written materials. The results show that, drawing on their own teaching experiences, teachers at language centers in Finland can identify and describe this phenomenon, which they unanimously consider necessary for beginners. However, they believe that, as the learning process progresses, its use should decrease in order to promote the acquisition of the target language.
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