The effectiveness of teaching literary texts on the level of argumentative competence and linguistic skills of French language learners in Iranian schools

پژوهش های زبان و ترجمه فرانسه

Volume 7, Issue 1 - Serial Number 12, September 2024, Pages 1-24   

Document Type: پژوهش های زبان و ترجمه فرانسه

DOI: 10.22067/rltf.2023.82196.1084

Authors

Sepideh Karimi Heidari¹; Leila SHOBEIRY^{* 2}; Hamid Reza Shairi³; Karim HAYATI ASHTIANI²

¹Department of French Language, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran

²Assistant Professor, Department of French Language, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran

³professor of french language-literature and semiotics, tarbiat modares university, tehran, iran

Abstract

In the current research, we study how literature affects the level of argumentative competence and linguistic skills of Iranian FFL students. The aim of the research is to study the effect of the implementation of the literature teaching model on argumentative competence and language skills (reading and writing). The statistical population of the research included Iranian girls and boys who studied French in schools, of which 20 students were randomly selected in a multistage cluster method. The test questionnaire is designed by researchers and raises questions that challenge argumentative competence and language skills. The test consists of 20 questions and each answer has 1 point. In this regard, a pre-test was conducted before the training, and the average score of the group was 14.5. Afterwards, we worked on the William Poire storybook written by Jean-Claude Lumet, which includes educational stories for children for the stated purpose. After 10 sessions, the pre-test was removed again and the post-test score increased to 17.5. At the statistical results stage, in the comparison of pre-test and post-test scores, a significant positive effect of the teaching model was observed.

Keywords

Linguistic competence; argumentative competence; children'; s literature; students; French as a foreign language

References