Expression orale: niveau 4 by Michèle Barféty

Abstract

Reviewed by: Expression orale: niveau 4by Michèle Barféty Virginie Cassidy B arféty, M ichèle. Expression orale: niveau 4. 2 eéd. CLE International, 2017. ISBN 978-2-09-035213-9. Pp. 126 (+ CD). Conversation courses can be challenging to develop if there is no framework to lead the instructor in defining essential learning outcomes. What exactly are we trying to teach in this type of course? Expression oraleprovides such a framework, as it is designed to prepare young adults for the oral sections of the Diplôme approfondi de langue française(DALF) at the C1 level of the CEFR. Five thematic chapters gather iconographic documents, newspaper articles, and audio recordings as references for discussion topics to assess both aural comprehension and oral production. While some of the thematic units may appeal to students due to their familiarity ( Vie privée; Études, emploi), others will spur interest by their introduction of thought-provoking material addressing current issues ( Dans l'air du temps; Développement durable; Un monde technologique). Each unit provides a first section presenting grammatical structures ( Outils grammaticaux). The second aims at developing skills to communicate with a specific purpose ( Outils communicatifs). The last assists students to produce clear and organized argumentation ( Méthodologie). Students are to implement each of these tools and strategies together to analyze documents, develop the art of circumlocution, [End Page 230]and propose convincing arguments to express their opinions. Students can also conveniently assess their understanding of the unit by completing the double-page Bilanat the end of each learning module. Self-assessment is made possible due to the answer key included for all activities. The CD contains fifteen tracks, which gradually become longer, reaching up to five minutes. Students who have not yet studied abroad or stayed in an immersion situation are likely to find the pace of discourse a bit challenging. Yet, as the author's goal is to build up students' listening competency to the eight-minute recording of the DALF, the transcripts are included in the textbook for students. Evidently, one might perceive such preparation as inadequate for North-American users whose goals may not include the DALF. However, the ACTFL guidelines regarding the three modes of communication can apply to all textbook activities. First, audio and visual materials prompt students to use their interpretive communication skills. In addition to negotiating meaning with authentic documents, learners will also enhance their interpersonal communication skills through interacting with their peers. Such activities may include reacting spontaneously to pictures or imagining dialogue endings. Finally, each unit contains many activities for the presentational mode. Yet, with topics as challenging as Le bonheur est-il accessible à tous?or Le gaspillage est-il inhérent à notre société moderne?, instructions call for collaborative work. Since this textbook considers the development of analytical skills and argumentation as essential to language learning, it would be a perfect tool to prepare students who wish to start a French graduate program or to enroll in a French-speaking university. Therefore, it could accompany a capstone course for an undergraduate program. While resources related to the Francophone world are not included, its topics are so in tune with current issues that it will be very easy for instructors to find complementary materials. Virginie Cassidy University of Wisconsin, La Crosse Copyright © 2018 American Association of Teachers of French