Professional Documents
Culture Documents
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precizia unei informaii terminologice este asigurat prin folosirea termenului de ctre
specialist, n comunicarea specialist specialist.
Bibliografie
1. Rey, A. La terminologie: noms et notions. Paris: Le Robert, 1979. 127 p.
2. Cabr M.T. (dir.), E. Wster; Terminologia, Barcelona, Servei de la Zlengva de la Universitate
de Barcelona, 1996.
3. , . . . . . . .
- . . : , - . ., 1977. 41 .
4. , . // , 1973.
Nr. 4. C. 76-85.
5. , . . .- .: , 1964. 219 .
6. , . . // , 1972. Nr. 2. C. 43.
7. , . .
// , V, 1939. C. 24.
8. Cuciuc, N. Afixoidarea i determinologizarea n limbajul medical francez. Iai: Editura
Cugetarea, 2000. 301 p.
Se utilizeaz n scopuri didactice atunci cnd se intenioneaz a formula concis esena unui
fenomen, concept, a unei reguli sau definiii.
Scrierea poeziei reclam respectarea structurii urmtoare:
* un substantiv cu statut de titlu;
* dou adjective determinative pentru acel substantiv;
* trei verbe, eventuale predicate ale acelui substantiv-subiect;
* patru cuvinte semnificative, din orice clas morfologic, care ncheag ntr-o formul
imaginea general;
* un substantiv echivalent cu primul, la nivel lexical sau intratextual, prin mijlocirea celor
patru cuvinte anterioare.
Subliniem faptul c, alturi de aceste componente obligatorii, autorul are dreptul s
utilizeze diverse instrumente gramaticale (articole, prepoziii, conjuncii, pronume).
Operaiunile mintale pe care le reclam scrierea cinquain-ului includ:
* nominalizarea identificarea temei / subiectului scrierii;
* descrierea atribuirea unor caracteristici prin intermediul adjectivului;
* generalizarea prezentarea ntr-o form sintetic a imaginii plsmuite.
Model:
Medicina
tiinific, contemporan
descoper, aplic i modernizeaz
metode de tratament tradiionale i netradiionale
Salvatoare
Obiectivele activitiii didactice la care se proiecteaz elaborarea poeziilor de acest
tip sunt foarte diferite:
1. Se exerseaz nsuirea limbii romne de ctre studenii alolingvi la nivel sintactic. n limba
romn ordinea cuvintelor n propoziie nu este n general fix. Totui cuvintele nu pot fi aezate
oricum: ordinea cea mai obinuit a cuvintelor ntr-o propoziie principal dezvoltat cu diferite
pri de propoziie este urmtoarea: Subiect atribut predicat complement direct i indirect
complemente circumstaniale. Aceast ordine corespunde desfurrii logice a gndirilor de la
autorul unei aciuni la aciunea propriuzis, apoi la obiectul ei i, n sfrit, la mprejurrile n
care ea se desfoar.
Menionm c studenii din Transnistria dein un nivel minim de cunotine, astfel e necesar s
punem sub accent mai multe aspecte controversate ale limbii, n special topica care este de o
importan major la nvarea oricrei limbi, n evitarea calcurilor neadecvate.
2. Este o tehnic eficace de formare a competenelor morfologice, sintactice, lexicologice.
Permite variaii largi pe baza prototipului. Astfel se pot impune restriciuni de natur lexical sau
gramatical, n funcie de obiectivul concret al leciei:
* Verbele s fie utilizate la trei timpuri / aspecte ale indicativului.
* Verbele s fie ntrebuinate la diferite moduri (personale sau nepersonale).
* Adjectivele s fie antonime (sinonime pariale sau totale; primare sau secundare; formate prin
derivare, compunere, conversiune) etc..
* Versul al patrulea s fie o unitate frazeologic sau paremiologic; o definiie a unui termen
medical.
* Versul al cincilea s constituie o metafor pentru primul vers sau un sinonim.
3. Stimuleaz creativitatea, unul dintre obiectivele fundamentale ale leciei de limba romn.
4. Studentul este pus ntr-o situaie - problem metod de baz n nvmntul formativ.
Oricare ar fi obiectivele propuse, o lecie realizat n cheia Programului LSDGC se va
structura pe trei etape-cadru:
evocare realizare a sensului reflecie.
Considerm c cinquain-ul este eficient de aplicat n cadrul evocrii i al refleciei.
Pentru a putea aplica tehnica n etapa evocrii, e necesar ca studenii s cunoasc deja
rigorile acestei poezii. Nu putem exersa pentru prima dat tehnica n etapa evocrii. Se va
228
propune elaborarea unor asemenea texte pentru a actualiza cunotinele la tema ce urmeaz s fie
predat, motivnd studenii s se includ activ la realizarea leciei:
a) Dac subiectul leciei este diagnostic, studenii vor defini sub form de cinquain acest cuvnt
la nceputul predrii temei noi.
Model:
Diagnostic
precoce apoi definitiv
exploreaz, identific, descrie
cauza maladiei care afecteaz pacientul
tratament
b) Dar aceast poezie putea fi tema de acas, n sal doar fiind citit i comentat.
c) Se tie c la catedra Limbi Moderne i Latin se implementeaz o metod nou de predare
nvare. Esena acesteia este c studenii sunt pui n situaia de a elabora texte mari la fiecare
dou lecii. n stimularea creativitii, n obinerea dominantei psihologice cinquain-ul este
destul de eficient, presupunnd i posibiliti de mbinare cu tehnica asocierii libere sau cu
lanurile asociative.
Model:
Alergii
animale sau vegetale
ptrund, se instaleaz i acoper
pielea omului cu cruste i edeme
enigm
Dup cum s-a menionat anterior, tehnica se aplic i n etapa de reflecie. Studenii i
vor exprima ntr-un mod inedit prereaconcluzie, sau prereageneralizatoare, vor avea
posibilitatea s elucideze esena unui fenomen, a unui simptom, a unei boli etc.:
a) Dup studierea unor teme de terminologie medical (Modul de administrare a
medicamentelor, Metode netradiionale de tratament, Inima, Aparatul digestiv stomacul,
Ficatul, Aparatul respirator - plmnii .a.).
b) Dup studierea unor teme de civilizaie (la anul nti este studiat viaa i opera ctorva
scriitori V. Alecsandri, M. Eminescu, Ion Creang, A. Mateevici, Gr. Vieru). Aici studentului i se
rezerv mai mult libertate de exprimare.
Scopul fundamental al leciei de limba romn i de terminologie medical este
cultivarea cunotinelor de terminologie medical, deaceea n articolul de fa insistm mai mult
asupra acestui moment.
Sunt prezente nite restricii:
- studenii pot utiliza n orice form paradigmatic i cu orice funcie sintactic doar cuvintele
din text. De exemplu, obiectivul operaional care va fi realizat prin acest exerciiu este: studentul
va fi capabil s gseasc cuvintelecheie ale textului etc. Acest exerciiu e foarte eficient n cazul
asimilrii unei informaii ce conine 70-80% din termenii medicali;
- se permite includerea a 1-2 cuvinte din afara textului.
Pasul I
La studierea textului Vitaminele, propunem urmtoarea schem:
Vom scrie separat n coloane:
Substantivele: vitamin, biocatalizator, amin, vitamina C, caren, proces, tulburri,
randament, alimente, alimentaie.
Adjectivele: exogeni, liposolibile, hidrosolubile, vitaminic, metabolic, fizic, intelectual,
important, nervos, antiinfecioas, raional.
Verbele: a participa, a scdea, a asigura, a cpta, a proteja, a interveni, a vindeca, a fi.
Pasul II
Fiecare student este liber s-i aleag, din toat gama de substantive din text, unul de
reper i s propun un echivalent al acestuia pentru al cincilea vers al cinquain-ului. Astfel
229
Vitamina C
rspndit, dar i carenial
prin a nu fi poate scdea
randamentul fizic i intelectual al individului.
Scorbut
Pasul VI
Verificm dac echivalentele din ultimul rnd sunt potrivite. Se revizuie imaginea spre
care au tins studenii.
Va urma lectura i aprecierea acestor texte. Dac scrierea cinquainurilor va fi inspirat
dintr-un text literar discutat (la anul I, studiem pastelurile lui V. Alexandri, Limba noastr de
Alexe Mateevici, Amintiri din copilrie i Harap Alb de Ion Creang, Luceafrul de Mihai
Eminescu) este bine s le dm mn liber studenilor s aleag noiunea-titlu, apoi, la verificare,
ne vom documenta versus preferine i vom asculta lucrrile scrise ntr-o ordine anume.
Prin propria viziune i interpretare studenii i dezvolt abilitatea de a crea i de a recrea
un text. Li se cultiv deprinderi de a defini un termen. Este un lucru important, deoarece atunci
cnd sunt ntrebai ce nseamn boal, vitamin, diagnostic etc, n loc s defineasc
noiunea, ei o traduc. E poate primul i unul dintre cei mai importani pai pe care l realizeaz
profesorul de limba romn: i nva s gndeasc critic.
Din experiena didactic proprie a meniona c i studenii cu nivel minim de posedare a
limbii romne sunt capabili s defineasc un termen n cheia Cinquain-ului.
Concluzii
Gndirea critic presupune abilitatea de a nelege i de a reflecta asupra celor ce tim, nu
nainte ns de a contientiza propriile achiziii i capaciti. Cinquain-ul este una dintre tehnicile
Programului de LSDGC utilizat n predare/nvare, implicnd procese cognitive i
metacognitive. i ajut pe studeni s opereze sistematic i reflexiv cu cunotinele pe care le
posed. Le red o ncredere n capacitatea lor de a integra cunotinele. Studenii care gndesc
critic pot mbina cu mai mult uurin idei i informaii.
Bibliografie
1. E. Mincu, A. Chiriac. Limba Romn. Profil medical, Litera, 2003.
2. J. L. Steele, K. S. Meredith, C. Temple, S. Walter. Un cadru pentru dezvoltarea gndirii critice
la diverse materii. Ghidul I.
3. Idem, Promovarea gndirii critice. Ghidul II.
231
Obiective
n terminologia medical i farmaceutic sunt folosite pe scar larg elemente formative,
terminologice reprezentnd partea cuvintelor cu un sens specializat, ce au la baz rdcini i afixe
de origine latin i greac. Graie utilizrii repetate, acestor internaionalisme li s-a atribuit
statutul de elemente terminologice.
Terminologia medical cuprinde procedee care se aplica i n limbile naturale la formarea
termenilor, acestea sunt: compunerea, abrevierea, sufixarea i prefixarea.
Compunerea este formarea de noi cuvinte din dou sau mai multe teme ori uniti lexicale
existente independent sau cu ajutorul elementelor tematice i constituie cel mai productiv
procedeu de formare a termenilor medicali. La unirea acestor cuvinte sau elemente de origine
latina sau greac se folosesc interfixele. n calitate de interfixe sunt utilizate vocalele -o-, -i-, -aEx: valocordine = valeo(lat) a fi sntos+o+cor,cordisinim
bacilluria prezena bacililor n urin
Abrevierea const n integrarea unor silabe semnificative, trunchiate din denumirile
sistematice ale substanelor chimice, sau a unor segmente de frecven selectate, stabilite i
promovate.
Ex: phenobarbitale Acidum 5-aethyl-phenylbarbituricum
Compunerea termenilor prin abreviere este procedeul aplicat frecvent la formarea
denumirilor de substane medicamentoase obinute prin sintez chimic i a denumirilor de
medicamente combinate.
Nomenclatura integreaz multitidinea denumirilor, de remedii medicamentoase acceptate
oficial pentru administrarea terapeutic. Utilizarea adecvata a termenilor impune cunoaterea
valenelor semantice si cadrul de utilizare a fiecrui termen. Definiiile termenilor farmaceutici
constituie punctele de reper indispensabile pentru o judicioas orientare n arealul acestei
terminologii.
Elementele terminologice postpozitive permit a crea numeroase denumiri de principii
active, elaborate n organismele vegetale, de substane cu nsuiri terapeutice, obinute din
microorganisme, bacterii, ciuperci microscopice, mucegaiuri.
n formarea termenilor medicali sunt folosite un sir de sufixe nesemnificative,
Ex:-al-vasobral/-an-advantan/-el-quamatel/-ax-,-ex-otipax, spasmex, dar majoritatea au o
importan major i anume, denot un proces inflamator sau o boal. Elementele terminologice
care indic formaiuni patologice au o semnificaie material concret. Aceste elemente
terminologice se anexeaz la denumirile de organe i de pri ale corpului uman afectate de
procese patologice. Elementul postpozitiv -oma- tumoare indic un esut din care se dezvolt
tumoarea.
Ex: angioma tumoare vascular;
lipoma tumoare benign format din esutul adipos;
osteoma tumoare format din esutul osos;
neurioma tumoriform a esutului unui nerv traumatizat.
Termenii medicali formai cu ajutorul sufixului ,,oma, sunt ntrebuinai mai des n
chirurgie i n oncologie.
Denumirile triviale ntrunesc informaii variate i revelatoare despre originea substanei
medicamentoase, compoziia chimica, apartenena la o grup farmacoterapeutic, specialiti
domenii, conin repere cu caracter anatomic sau fiziologic i alte asocieri. Termenii indic
diferite stri patologice, simptome, metode de profilaxie, investigaii, diagnostic sau tratament.
Ex:laryngitis laringit;
fibrillation fibrilare;
arthrosis artroz;
nauseagrea;
conjunctivitis conjunctivit;
surgery chirurgie;
diphteria difterie;
surgeon chirurg;
decollement desprindere, detaare;
therapeutist terapeut;
accouchement natere;
ophtalmologist oftalmolog;
dilatation dilatare;
dosage dozare;
232
diaphragme diafragm;
accouchement parturiie, natere.
Denot o substan, un compus chimic natural farmacologic activ, obinut din materie
prim de origine vegetal, mineral, animal sau din substane biosintetizate de bacterii,
mucegaiuri ori realizate prin sinteza chimica.
Ex: glucose glucoz;
sucrose sucroz;
fructose fructoz.
Nomenclatura contemporan a remediilor medicamentoase include totalitatea metodelor de
investigare, utilizate actualmente in medicin.
Ex: arthroscope artroscop;
electrocardioscope electrocardioscop;
Deci sufixele pot modifica sau atribui un neles oarecare unui anumit termen i anume,
pot:
~ defini procesul inflamator al unei boli (tuberculosis, toxoplasmosis);
~ observa starea patologic ce rezult din lipsa unor elemente n corp (hypocalcinosis);
~ denota prezena unui numr mai mare de celule (leucocytosis = creterea numrului de
leucocite);
~ determina modificarea unei pri a corpului (cyphosis, loudosis, scoliosis).
Elementele terminologice prepozitive reprezint un alt procedeu de formare a termenilor
medicali n limba englez, cu ajutorul prefixelor de origine latin sau greac, numite elemente
iniiale (prepozitive) plasate naintea radicalului, la nceputul termenului,care i atribuinduie
anumite nuane semantice.
Ex: cardiology (cardiologia) tiina despre maladiile sistemului cardiac, const din
elementul terminologic prim cardio inim i elementul terminologic secund logy tiin.
De la primul se formeaz o serie de termeni care se refer la inim: cardiopathy = totalitatea
afeciunilor de cord, cardioneurosis = nevroza inimii. Al doilea termen formeaz denumiri de
diferite specialiti cytology = tiina despre celule, hystology = tiina despre esuturile
organismului. Rolul de baz n termenul compus l deine elementul terminologic postpozitiv.
Funcia termenului prepozitiv este de a specifica, a concretiza sensul elementului terminologic.
In- , - Im - (lat) = in-, imepidermis epiderm
implantation implantare
Post - (lat) dup
intoxication intoxicaie
postnatal, postpuberty
intraabdominal intraabdominal
Extra - (lat) nafar
extrauterine extrauterin
Inter - (lat) intra
intercellular intracelular
intermuscular intermuscular
Pre - (lat) nainte
prediastole prediastol
prepubertal prepubertar
prenatal, preschool
Para - , Paro - , Peri - (gr)
paranephritis paranefrit
parotitis parotit
perihepatitis perihepatit
perigastritis perigastrit
pericarditis pericardit
Endo - (gr) nuntru
endometriosis endometrioz
Epi - (gr) sub
233
Urmtoarele prefixe figureaz n medicin ca nite devieri de la norm: hiper - exces, mai
sus de norma, iar hypo - (gr) sub, insuficienta, diminuare:
hyperhemia aflux de snge;
hypertonia tonus mrit al muchiului;
hypertension tensiune arterial mrit;
hypoglicemia concentraie sczut de glucoz n sngele circulator;
hypogalactia reducere sub nivelul normal a bioxidului de carbon din snge..
Urmtoarele prefixe sunt folosite pe larg n terminologia clinic:
Ex: Dys- (gr) anomalie,dificultate,dereglare a funciei
dystonia -- perturbare a tonusului muscular;
dysphalgia tulburare a deglutiiei.
Sym -, Syn- (gr) conexiune,sudare:
synostosis - unirea complet a dou oase prin osificarea zonei fibroase sau cartilaginoase care
le separ;
symbiosis - simbioza, convieuire, forma specific de relaii reciproce utile dintre indivizii a
dou specii diferite.
Glyc - (gr) dulce,zahar:
glycaemia nivel al glucozei n snge;
glycosuria-prezena de glucoz n urin.
Oxy - -- acru,referitor la oxigen:
oxygen-oxigen;
oxycephalia-cap de forma ptrat.
Hydr - -- referiror la ap:
hydrotherapy-tratament prin ap;
hydrarthrosis-efuziune de lichid seros n interiorul unei articulaii.
Pyr - -- referitor la foc:
pyromania-impulsie obsedanta care impinge unele persoane la provocare de incendii;
pyrexia-temperatura a corpului mai mare de 37C.
Cycl - -- cerc, perioad, ciclu:
cyclobarbital cyclophosphan.
Cyclin - -- indica apartenena la grupa antibioticelor tetraciclinei:
oxytetracyclin doxyciclin.
Myc - -- indica un preparat antifungic sau diferite tipuri de micoze:
mycosis-infectie provocat de o ciuperc microscopic;
mycosolon-micosolon.
Myos - -- muchi:
myalgia-durere muscular;
myolostan-miolostan.
Cor-, Card- --preparate cardiace:
corvalol cardiovalen.
Vas -, Angi - -- preparate spasmolitice:
troxevasin angiotensinamid.
Sept - -- antiseptice:
septolete eurosept.
Dol - -- Alg - -- analgezice:
Deosebim: a)prefixe numerale
Ex: Di - , Bi - = doi,dublu:
dicephalus -- monstru cu dou capete;
bilateral bilateral.
Mono -, Uni - = unic, singur:
mononuclear/unilateral.
b)prefixe pronumenale
234
the mastering of a foreign language on a high level represents a tool of cooperation. The
existence of a European context of languages involves the acquisition of the competences of
understanding and oral /written expression necessary for communication in French language,
especially the medical one. The group of the methodologic, linguistic, stylistic strategies
characteristic of the documents specific for medical students requires a special analysis
appropriate for the imposed exigencies at the current stage.
Rezumat
Pincipii metodologice si dificulti n procesul de predare nvare
ale limbajului medical n grupele de mediciniti
Principiile metodologice n procesul de predare/ nvare a limbii franceze de specialitate,
prezint obiective specifice, bine delimitate. Astzi, n condiiile n care necesitatea de
comunicare n domeniile specializate a devenit o parte esenial a globalizrii, cunoaterea unei
limbi moderne reprezint un instrument de cooperare. Existena Cadrului European Comun al
Limbilor vizeaz dobndirea competenelor de nelegere i exprimare oral/ scris necesare
pentru comunicarea n limba francez. Ansamblul de strategii metodologice, lingvistice, stilistice
proprii textelor, documentelor specifice mediului medical, solicit o analiz special i o
adaptare metodologic corespunztoare exigenelor impuse la etapa actual.
Lactualit du sujet trait
Le franais de spcialit et surtout le franais concernant le monde mdical rvle des
objectifs bien prcis mais en mme temps diffrents selon le public. A ltape actuelle, les
besoins de communication spcialise sont devenus une partie essentielle de la globalisation. Le
bon niveau de connaissance dune langue trangre reprsente un instrument de coopration.
Pour les tudiants de lUniversit de Mdecine le franais est inscrit dans le programme de
formation universitaire, la dure de la formation tant de deux ans. Le niveau des tudiants selon
les descripteurs de CCE se situe en gnral lintrieur du niveau B1-B2.
Une analyse des besoins rsume les objectifs de lenseignement du franais dans les
groupes francophones :
-perfectionner le niveau du franais dj obtenu
-acqurir des mtasavoirs et analyser un contenu mdical
-faire une synthse du matriel tudi
-argumenter, dcrire, raconter
Chaque fois ce contenu doit sinscrire dans le contexte du franais mdical ce qui lve
une suite de contraintes. Ces contraintes sont encore plus accentues lorsque nous envisageons
une valuation et une structuration des cours selon les comptences : production orale/
production crite, comprhension orale/comprhension crite.
Objectifs
-dcrire les grandes lignes du parcours dapprentissage des tudiants en fonction de leurs besoins
et situation dvaluation.
-analyser les principales tapes prendre en compte pour adapter le franais mdical aux
exigences du Cadre Commun Europen des Langues.
-proposer un cadre gnral des techniques pour enchaner les activits de classe en relation avec
les objectifs de lenseignement
Mthodologie
La mthodologie de lenseignement du franais de spcialit comporte des lments
diffrents de lenseignement du franais gnral, franais langue trangre. Rpondre la
question : Quoi enseigner ? Ou plutt quel apprentissage vis et surtout comment envisager les
activits sur les textes et les articles contenu mdical impose des adaptations particulires. Un
discours trop scientifique devient difficile expliquer. En mme temps il ncessite une
reformulation pour lexpression orale. La comptence mieux matrise, cest la comprhension
crite, ce fait tant motiv par la source importante du matriel de spcialit tudi. A partir de
ce problme une srie dobjectifs mthodologiques simposent :
236
-Mise au point des activits pour dvelopper les formes de travail participatives qui permettront
la pratique maximale de la langue et lactualisation des connaissances dj obtenues en tudiant
les matires de spcialit (anatomie, physiologie, histologie, morpho-pathologie).
-Cration dune communication relle qui se dmontre difficile raliser faute de documents
authentiques (ex. ordonnance) qui peut tre faite laide des adaptations possibles et ncessaires
en fonction du sujet de mdecine propos et lintrt du public.
- Etablissement dune modalit de traitement du lexique pour les termes dj connus comprenant
une reformulation vulgaris et des termes franais qui ne sont pas connus, possibilits de recourir
la traduction, parfois recours des images, des schmas, lgendes en franais.
-Travail individuel bas sur la comprhension crite du sujet propos aux tudiants ainsi que les
particularits du dveloppement des autres habilets et comptences.
Ltablissement de la progression thmatique et linguistique
Difficults : Les aspects thmatiques concernant le franais mdical rduisent les
possibilits de consolidation des repres de grammaire (les textes de spcialit riches dans les
temps de lindicatif moins dans les formes du subjonctif, conditionnel, formes indispensables
pour la communication quotidienne, dialogues entre le mdecin et le patient).
Objectif : Du point de vue linguistique, le vocabulaire concret, les changes thmatiques
avec les mots les plus frquents creront la progression thmatique en dveloppant les
comptences dexpression orale et crite, tandis que la comprhension orale sera matrise par
lintermdiaire des films vido, exercices dcoute. Le choix du matriel est fait des revues de
spcialit et missions enregistres la tl. Interviews sur le sujet qui pourrait les intresser,
les tudiants ont choisi la progression thmatique suivante :
-atlas du corps humain (le squelette, les muscles, le systme digestif, le systme nerveux etc.)
-maladies : SIDA, cancer, allergie, dpression, hpatite, alcoolisme etc.
-sujet dbattre : alcool, tabac, drogue et dpendance, angoisse et phobie etc.
Cette volution thmatique permet de crer les principes mthodologiques et de prvoir
la slection des supports pdagogiques correspondants au niveau et aux besoins des tudiants.
Le schma ci-dessous rsume les objectifs essentiels de lenseignement du franais mdical au
niveau de la production orale et crite B1-B2.
Tableau 1
Objectifs
communicatifs
-Expliquer un
phnomne li la
mdecine.
-Exprimer les
conditions, une
consquence, une
opposition.
-Dmontrer ou rfuter
une explication.
Structures
grammaticales
-Les rapports logiques
lis largumentation
ex. alors que, pour
que, quoique, tandis
que etc.
-La cohrence du
discours par les liens
interphrastiques.
Ex. Mais, de toute
faon, certainement
etc.
-Expressivit loral,
ponctuation lcrit.
Exemples de supports
pdagogiques
Texte : Tests
gntiques- la
mdecine du futur
La recherche ,
nr.402, novembre
2006
Film : Votre sjour en
rducation
cardiaque
(enregistrement
vido)
237
Principes
mthodologiques
-Lire le texte pour
dgager le thme, la
problmatique afin de
faire le rsum et de
reprer les arguments.
Travail en groupe
-Produire un autre
texte en reformulant,
en argumentant.
Travail individuel
-Proposition de
correction pour la
production crite
Travail individuel
Evaluation
Lvaluation de la comprhension des textes et de la production crite de ltudiant est
absolument indispensable parce quelle permet de concrtiser les points faibles et dorienter les
efforts futurs. Cest un aspect incontournable de la construction dun cours. Il faut mentionner la
diffrence qui est faite ltape actuelle entre le contrle/contrle linguistique et lvaluation
comme terme mthodologiques. Le contrle linguistique ne donne pas la description et la mesure
des comptences de ltudiant, il pourrait tre associ une liste de fautes faites par ltudiant.
Tandis que lvaluation met laccent sur ses comptences lcrit et loral.
Difficults : Quest quon value ? Cest la question qui intervient chaque fois devant
lvaluateur ltape de constitution de la grille dvaluation. La matrise du lexique mdical
crera la progression thmatique mais une valuation de la langue seffectue seulement par la
comprhension orale et crite dun contenu mdical, ainsi que par la production orale et crite.
Le Cadre europen commun de rfrence en dcrivant les six niveaux de langue propose une
liste dtaille de descripteurs. Selon les auteurs tous ces descripteurs sont inclus dans les
composantes :
-une composante linguistique qui est relative au lexique, la phontique, la syntaxe
-une composante sociologique qui comprend les paramtres socio-culturels, en relation avec les
normes sociales.
-une composante pragmatique qui est lie lutilisation fonctionnelle de la langue
Pour respecter la connexion de ces composantes dans le cas du franais de spcialit, il
serait ncessaire de prvoir des adaptations et de conserver les paramtres propres lvaluation.
Ainsi la simulation de la consultation mdicale permet dvaluer la production orale. Ltudiant
fait des explications des symptmes, interroge le patient, donne des conseils, prescrit un
traitement. Lensemble de ces activits permet dassurer le bon droulement de la formation.
Objectifs : Dans ce sens les descripteurs du CCE viennent nous aider. Lobjectif essentiel
est de former aux tudiants les comptences linguistiques dans le but de pouvoir tablir la
progression de la comprhension du discours de spcialit mdicale. Les grilles dvaluation
seront comme un point de repre dans lvaluation des comptences linguistiques ainsi que dans
lvaluation de la comprhension crite et orale.
Les possibilits de la conception du programme dtudes destin aux tudiants
francophones de lUniversit de Mdecine exigent le choix des supports didactiques (textes,
vido, casettes audio) et parfois une possible collaboration avec les professeurs de spcialit
mdicale pour actualiser et loigner une mauvaise comprhension qui peut intervenir dans
lexplication du contenu, dans la comprhension orale et crite des sujets proposs.
Conclusions
Les principes mthodologiques dans lenseignement du franais sont troitement lis aux
exigences du Cadre Commun Europen des Langues. Les difficults qui peuvent intervenir dans
lenseignement du franais mdical tendent tablir de nouvelles exigences europennes
adaptes aux besoins des apprenants.
Le contenu des cours de franais de spcialit devrait tre organis avec souplesse grce
la progression discursive tablie avec rigueur. Ce fait permettra une meilleure valuation des
progrs accomplis par les tudiants en mdecine. Cest une adoption pdagogique marquant le
passage du dveloppement dune comptence lautre. Une exprience relle est raliser et un
change dexprience est ncessaire.
Bibliographie
1. Mangiante Jean-Marc, Le franais sur objectifs spcifiques , Hachette Livre 2004
2. Courtillon Jeanine, Elaborer un cours de FLE , Hachette Livre 2003
3. Vigner Grard, La grammaire en FLE , Hachette Livre 2004
4. Veltcheff Caroline, Lvaluation en FLE , Hachette Livre 2003
5. Cuq Jean Pierre, Dictionnaire de didactique du franais , CLE International, Paris
2003
238
239
241
Bibliografie
1. Ferred, G., Flageul, N., Metode de exprimare scris i oral, Iai 1998.
2. I. L. Steele, K. S. Meredith, C. Temple, S. Walter. Un cadru pentru dezvoltarea gndirii critice
la diverse materii. Ghidul I
3. Tatiana Cartaleanu, Olga Cosovan Predarea limbii romne n viziunea curriculumului de
liceu; - Ed. 1. Cartier, 2001.
4. E. Mincu, A. Chiriac, Limba Romn. Profil medical, Litera 2003.
5. C. Temple, Y.L.Steele, K. S. Meredith. Atelier de scriere. De la autoexprimare la argumente
scrisse. Ghidul VII.
Lexical approaches in language teaching reflect a belief in the centrality of the lexicon to
language structure, second language learning, and language use, and in particular to multiword
lexical units to chunks that are learned and used as single items. Linguistic theory has also
recognized a more central role for vocabulary in linguistic description. Formal
transformational/generative linguistics, which previously took syntax as the primary focus, now
gives more central attention to the lexicon and how the lexicon is formatted, coded, and
organized. Chomsky, the father of contemporary studies in syntax, has recently adopted a
lexicon-is-prime position in his Minimalist Linguistic theory.
The use of lexical approach that is the continuous personal vocabulary enriching fosters
the free and spontaneous communication.
The teacher's role is to create during the lesson an environment predisposing to the
acquisition of a certain word-stock. A great number of teaching methods and procedures should
be used in order to reach the target. The majority of ordinary language teaching situations should
be geared towards language oriented communication.
For learners who are studying English in a non- English-speaking setting it is very
important to experience real communicative situations supplied by the teacher with a certain
number of active lexical units which in the process of usage will be readily remembered. Using
these communicative situations supplied with a lexical minimum, the students will express their
own views and attitudes better and more easily.
Learning a foreign language is not just a matter of memorizing a different set of names
for the things around us. It should not be a passive process; it must be an active process, that is,
they should be used actively in speech. Learning of some new lexical units is more effective if
the learners are actively involved in the process. In order for the students to become proficient
readers and writers, they need to enrich their vocabulary in addition to building their rhetorical
skills.
Accordingly, proponents of the communicative language teaching approach argue that
English as a foreign language students are in need of communicative language teaching
methodology in order to gain facility and confidence in using English. Based on student
centeredness, the communicative language teaching approach features low profile teacher roles,
frequent pair work or small group problem solving, students responding to authentic samples of
English, extended exchanges on high interest topics, and the integration of the four basic skills,
namely speaking, listening, reading, and writing. The communicative language teaching
approach discourages extensive teacher-controlled drills, quizzing of memorized material, and
extended commentary on forms of English.
In the face of the many adverse conditions that militate against significant and authentic
communication among students in English as a foreign language classrooms, my own
observations in English as a foreign language settings have led me to conclude that the most
frequent obstacle to communicative language teaching is excessive talk on the part of the teacher.
This teacher tendency possibly rests upon teachers own contrary beliefs about how language
learning takes place. There may be failure to appreciate the way communicative language
teaching methodology aims to track the known processes of second language acquisition.
Alternatively, excessive teacher talk may simply be the reassertion of old habits that resist
change in spite of teacher acknowledgements about the value of communicative language
teaching activities. Conceivably, lack of preparation time may lead some teachers to fill the class
hour with extemporaneous talk about the target language. Whatever the cause, students end up
doing less talking. That is, excessive teacher talk hampers the emergence of sustained purposeful
student talk.
This is not to deny that the breakdown may indicate a lack of ready repertoire of
communicative language teaching techniques, or that classroom conditions are often limiting. I
also recognize that some instructions may harbor doubts about their own ability to model the
complex sociolinguistics of spoken English. Over time, however, much can be done to alleviate
these drawbacks. On the other hand, the teacher talk variable is most immediately accessible to
243
change and clearly under the command of the teacher. I maintain that as teachers self-impose a
reasoned and disciplined control of their own talk in the classroom, classroom activities, with a
few basic techniques, will move in the direction of meaningful exchange between learners.
Having taught English to students for almost six years, I have observed that there are
some efficient procedures that can facilitate the students remembering of the new vocabulary.
These procedures are designed to help the students learn additional vocabulary within the
framework of the oral skills and writing courses they are required to take.
The system has proved to be efficient and successful efficient in that it demands a
minimal amount of class time and successful in that the students can remember and use the new
vocabulary with ease.
Step one: Assessing the needs of a specific class.
This can be done by the teacher, the students, or as a collaborative effort by both parties.
The first step is to compile a vocabulary list with the same number of words as students in a
given class. The words should be taken from both literary sources and methodology readings that
the students will have to read in the upcoming academic year. Whenever possible, the words
should be given in the context in which they appear (either in a phrase or a sentence).
The criteria for accepting a word are: its usefulness in nonprofessional as well as
professional contexts and its frequency of usage in literature and spoken language.
Step two: Preparing a transparency.
The list should be written on a transparency for projection onto a screen. The students are
then asked to identify each word they know. Hopefully, they should recognize some of the words
or be able to guess their meanings.
Step three: Assigning responsibility for each word.
Next, each student is assigned a word to look up and present to the rest of the class. To
guide their efforts, a word profile is suggested. Some of the items are mandatory, while others
are optional.
Word Profile:
- definition
- part of speech
- a defining sentence
Step four: Vocabulary reports.
In each class session, one student is responsible for presenting a vocabulary item. The
reports take about five minutes, and are usually given at the beginning of the lesson. Students are
encouraged to recall contexts in which they have encountered the word.
Step five: Review and self-checking.
Every few weeks, the students review the vocabulary items that have been presented in
class. Several procedures can be used for reviewing, depending on the aspect of vocabulary that
the teacher wants to emphasize.
1. Provide a worksheet with sentences in which one vocabulary item is missing. The
students go over their vocabulary lists and fill in the missing word. This is a simple word
recognition activity.
2. Provide a worksheet with partial sentences which need to be completed. In each partial
sentence, one of the vocabulary items is mentioned. The task of the students is to complete the
sentence in any way that is meaningful. This reviews the vocabulary and provides more writing
practice.
3. If there's a strong literature component in the students program, it is advisable to ask
students to write down the vocabulary items that they have found citing the literary context for
some of these words.
The procedures described above are efficient and require very little time. This approach
heightens the student level of awareness of vocabulary and strengthens their oral skills.
The vocabulary enriching should be done constantly, regularly and gradually. The
students should take part in different classroom activities and they should perform special
244
vocabulary focused tasks in order to enrich their own vocabulary. A certain number of new
lexical units introduced by the teacher each lesson will guarantee a necessary lexical supply.
Teachers must strive to sift through the many claims they have encountered about
language learning and determine what in fact they themselves hold to be most descriptive of the
process.
Lesson by lesson, activity by activity, teachers can gradually increase the degree of
meaningful interaction between their students.
One widely shared portrayal of second language acquisition for teachers to consider is
often referred to as learner interlanguage. This refers to the learners imperfect but evolving
representation of the target language at any point in the acquisition journey.
The communicative language teaching approach assumed that a students interlanguage
development is benefited most by uninterrupted trial and error, along with attentiveness to the
responses of interlocutors. It is through all of these acts of communication and feedback in the
target language that students gain facility in the language.
Bibliography
1. Leech,G., Teaching and language corpora: a convergence, Essex: Longman ,1997
2. Ntion,I.,Learning vocabulary in another language, New Zealand,1999
3. Willis,J.,The lexical syllabus, London,1999
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