| Abstrakt: |
The analysis of written texts plays a motivating role in the French language teaching classrooms. As authentic documents, narrative texts have a unique characteristic as they contain different sequences that have their own structure. Beyond this structural knowledge, the learners also find the opportunity to discover the real-life use of the target language and the shared culture of native speakers. by using narrative texts in language teaching, the teacher offers learners the opportunity to get to know different aspects of the target language. The use of narrative texts for language teaching must be based on a method that can be applied to each text that can be used in the classroom either as a warm-up activity material or as a written material to be analyzed. In this study, we propose using the schemas created by Propp (1928) and Greimas (1966), specifically the narrative and actantial schemas. To do this, we first briefly recalled the types of text used in language classes and in particular provide a discussion of the characteristics of narrative texts. Then, the schemas created by researchers were presented to establish the theoretical foundations. Then, sample activities employing these schemas are presented. [ABSTRACT FROM AUTHOR] |
