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<Text textformat="02" language="fre">&#60;p&#62;Dans la perspective du développement de compétences d'écriture et de parole, de lecture et d&#8217;écoute, les savoirs langagiers apparaissent comme des moyens de réussir un acte de communication verbale. Ces savoirs ont trait au discours, compris en tant que trace de l&#8217;acte de communication. Y sont repérables des facteurs potentiels du succès ou de l&#8217;insuccès, que l&#8217;on peut cerner dans la dimension du texte, dans celle de la phrase ou dans celle du mot. L&#8217;enseignement de la langue et de ses usages en vue du développement de compétences de communication implique que les maitres aient développé un sens aiguisé de l&#8217;occasion propice à l&#8217;étude des phénomènes et qu&#8217;ils disposent, pour saisir l&#8217;occasion, de connaissances solides et étendues, irréductibles à celles dont il faut pourvoir les élèves au fil de la scolarité. Au demeurant, la continuité des apprentissages implique que tous les enseignants, du fondamental au supérieur, soient, grâce à la formation de base ou à la formation continuée, nantis d&#8217;un même viatique de savoirs langagiers: c&#8217;est ce dernier que nous nous sommes attachés à constituer. Jean-Louis Dumortier est professeur ordinaire à l&#8217;ULg et chef du Service de Didactique du Français. Micheline Dispy est inspectrice de l&#8217;Enseignement et collaboratrice scientifique attachée au Service de Didactique du Français de l&#8217;ULg. Julien Van Beveren est assistant à l&#8217;ULg, au Service de Didactique du Français.&#60;/p&#62;</Text>
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<Text language="fre">Dans la perspective du développement de compétences d'écriture et de parole, de lecture et d&#8217;écoute, les savoirs langagiers apparaissent comme des moyens de réussir un acte de communication verbale. Ces savoirs ont trait au discours, compris en...</Text>
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<Text language="fre">&#60;p&#62;La collection &#60;em&#62;Tactiques&#60;/em&#62;, publiée par le Centre d'études et de Documentation pour l&#8217;Enseignement du Français, a pour but d&#8217;aider les enseignants à déployer, sur le terrain, les composantes d&#8217;une pédagogie efficace du français&#8201;: quels objectifs d&#8217;apprentissage&#8201;? Quelle progression&#8201;? Quels exercices&#8201;? Quelle évolution&#8201;? Cette perspective, éminemment pratique, ne peut se concevoir qu&#8217;à la lumière des recherches contemporaines dans les domaines de la littérature et de la linguistique.&#60;/p&#62;</Text>
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