The Implementation of Literary Competence through Project Work Methodology: Advantages and Pitfalls

Hamid Ameziane, Amar Guendouzi

Résumé


Much has been said and written about the implementation of the Competency-based Approach (CBA) in the education sector. However, the relevance of this approach to the teaching of university courses, such as literature and civilisation, has received but little interest. This paper attempts to bridge this gap by conducting a field experiment based on task and project work methodology and assessing its results. Project work stands as the backbone of CBA; it is viewed “not as a replacement for other teaching methods but rather as an approach to learning which complements mainstream methods and which can be used with almost all levels, ages, and abilities of students” (Haines, quoted in Stoller F. L. 2002: 109).

  

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Références


Alderson J. C. (2000). Assessing Reading. Cambridge: Cambridge University Press Carter, R and Burton, D. Eds. (1982) Literary Texts and Language Study. London, Edward Arnold

Henry, J. (1994). Teaching through Projects. London: Kogan Page Limited.

Kern, Richards (2000). Literacy and Language Teaching. Oxford University Press.

McCarthy, M. (1991). Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press

Stoller F. L. (2002). “Project Work: A Means to Promote Language and Content”. Methodology in Language Teaching: An Anthology of Current Practice. Richards J. C. and Renandya, W. A. Eds. Cambridge: Cambridge University Press


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