Pour un enseignement systématique des marqueurs discursifs à l’aide de corpus en classe de FLE : l’exemple des marqueurs de reformulation

Abstract

This article focuses on the role of corpus in language classroom, a tool that allows to identify syntactic and semantic properties of discourse markers that are not discussed in traditional grammar books. The use of the corpus could assist French Foreign Language learners to be familiar with a new kind of academic writing. This raises questions about the methodology of teaching/learning of discourse markers that we try to address in this paper.