Didactique du lexique adaptee aux francophones du Nouveau-Brunswick: Syntaxe et actants, regionalisme, polysemie et parasynonymie.

摘要

Research and evaluations, national and international, show that New-Brunswick francophone students struggle with school French, in particular with syntax and vocabulary (synonyms, antonym, similar words in form, and word meaning nuances). In our research, we first present the particular difficulties that arise amongst French speaking Acadians and then examine Acadian lexical regionalisms. We present New-Brunswick school curricula concerning vocabulary teaching and introduce new methods of teaching vocabulary.;In light of our research we suggest: (a) the study of high-frequency, common words; (b) the thorough and in-depth understanding of words through many (or holistic) teaching methods; (c) the study of synonymy and polysemy through comparison of words, including regionalisms; and finally (d) the semantic and syntactic approach to vocabulary. We also suggest schematization and labeling of words and meanings while teaching. Note that our suggestions are founded on an ideology that seeks to build French vocabulary upon vernacular foundations.;Key-words. vocabulary teaching, vocabulary, lexicon, didactics, New-Brunswick, Acadia, regionalism, vernacular, regionalism, actancial approach, polysemy, synonymy.