French language learners in their speech and the contribution of interpretants to the writing proficiency

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We suggest in this study a semiopragmatic French teaching model for writing proficiency development. Speakers reflect self-images through their speech (ethos) to influence listener according to social rules (habitus) or logic (logos). We suggest a task-oriented model to acquire the discourse competence. We also handle Peirce‘s theory including social interpretant and speaker for French teaching. We can discuss the contribution of semiopragmatics with the task-oriented approach to mark learner behaviour faced with the writings. We intend to eliminate interpretative blockage to make learners capable of producing writings through interpretants. Peirce revealed a triad formed by object, representamen and interpretant indicating productive dynamics which can be developed with French teaching. French learners produce interpretations then they write their productions with an awareness of triadic sign relation. We believe that this process realises in three phases “semiotic awareness, interpretative production and writing proficiency” and we can integrate semiotic perspective with didactics.

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Ethos , Rhetoric , semio , pragmatics , interpretant , representamen

Journal Of Uludag University Faculty Of Education

181

Journal Of Uludag University Faculty Of Education