كليدواژه :
حافظه اخباري , حافظه رويه اي , دستور زبان فرانسه , تمرينات دستوري , آموزش فرانسه به مثابه زبان خارجي
چكيده لاتين :
Today, we have made increasing progress in foreign language teaching. After the writing of the book The Common European Framework of Reference for Languages (CEFR) at the Council of Europe, a great evolution has taken place in the teaching of foreign languages. Proposing a pragmatic approach is one of the lates t innovations in the CEFR. Changing the name of the learner to a social
agent/actor and changing the name of the exercise to a task-based activity and
educational project are the mos t important features of this new approach. The
cons tant challenge of teaching approaches and methods throughout the his tory
of French language teaching has been how to teach and address the subject of
grammar teaching. In many teaching methods, such as the Traditional Method, the
basis of language teaching has been grammar teaching. Sometimes throughout
his tory, in methods such as the Direct method, Active method, or SGAV method,
grammar teaching was done implicitly With the introduction of new educational
approaches such as the Communicative approach and the Action-oriented approach,
grammar teaching was revived by explicit teaching of grammatical rules
and there was no talk of eliminating it, but it can be said that French language
teachers in Iran have no consensus on how to properly teach grammar by implementing
an efficient method. Many learners are initially very interes ted in learning
grammar, searching for the bes t grammar teacher and collecting the bes t grammar
booklets, but ultimately everyone complains about the inability to apply the
collected grammatical rules when communicating in the target language. Various
theories and solutions have been proposed for this problem over time, but the new aspect of the present s tudy is to take a more scientific look at the issue of grammar
learning and teaching. As we know, memory plays an important role in our human
learning. Meanwhile, learning a foreign language such as French always faces
various challenges, such as overcoming grammatical problems and mis takes for
learners. Given that grammatical exercises can functionally play an important role
in learning the grammar of a foreign language, in this s tudy we aim to look for the
relationship between memory and types of grammatical exercises. In other words,
in this s tudy, we seek to find an answer to the ques tion of how linguis tic data and
information are s tored and classified in the human brain and memory? What is the
difference between grammar knowledge and grammar skills, and how can French
language teachers turn grammar knowledge or mental data into grammar skills
through grammar exercises? Methodology and discussions: In this s tudy, we used a ques tionnaire to ask ten
ques tions and asked 35 French language teachers in universities and language ins
titutes in Iran to answer ques tions about teaching French grammar. It should be
noted that before presenting the ques tionnaire, a handbook was provided to all
professors in which all the keywords of the ques tionnaire, including traditional,
textual, and conceptual grammars, conceptual and s tructural exercises, etc. were
explained to avoid ambiguity, to prevent and increase the reliability of the answers.
The purpose of this ques tionnaire is to provide descriptive s tatis tics on the type of
ins tructional grammar, the level of knowledge of teachers about the relationship
between the type of pedagogical grammar and related exercises with memory.
Conclusion: The results of this s tudy on the types of grammatical exercises show
that conceptual exercises and exercises that deal with the textual, spoken and written
productions of language learners have the greates t role in the development of
procedural memory (which is directly related to the acquisition of language skills).
According to the descriptive s tatis tics and its analysis, as well as the types of exercises
described in this article, as well as the various s teps of memorizing grammatical
rules and retrieving them, it seems that in grammar classes there is no
logical way to embed information in procedural memory and retrieve it. To ins till
grammatical rules in our practice memory, we can ask language learners to write
ins tructions for compiling a handbook for a device as an exercise. or we can ask
them to write a text containing some advice to their friend and try as much as possible
to s tart their sentences with “you should / you should ...” In this way, during the conceptual exercises, the learners are in the process of producing personal
text or speech. The development of procedural memory is not possible except by
doing these exercises, and as a result, it should be said that pre-arranged exercises or
activities such as filling in the blanks, continuing a sentence, spending a verb in different
sentences at different times and in different ways, etc. play the leas t role in the development
of procedural memory, which is why we often hear teachers complain that, despite
all the grammatical exercises they do, their learners have not yet learned the pas t tense
correctly and continue to make the same mis takes. French language teachers should be
able to dis tinguish exercises such as play games that develop language skills in learners,
from exercises that target only their declarative memory. Acquisition of language skills
is achieved through working on text, speech, and writing, and procedural memory-based
exercises should be performed before declarative memory-based memory exercises. Procedural
memory-based exercises should also outperform other exercises, and of course, the time allotted for such exercises should be longer.
