Pour un enseignement aspectuo-modal et illustré des temps du passé

Abstract Accepted ideas about past tense in French leave traces that are very hard to erase from our learners' minds. If imparfait is linked to duration, how can we explain: J'attrapais mon livre quand le téléphone a sonné? What should we think of verbs that take the être auxiliary with...

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Main Author: Henriette Gezundhajt
Format: Article
Language:English
Published: Carleton University 2000-12-01
Series:Canadian Journal of Applied Linguistics
Online Access:https://journals.lib.unb.ca/index.php/CJAL/article/view/19824
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spelling doaj-2cfb69c1caed4e308f5f5cce6a4c8ffe2021-03-02T03:52:01ZengCarleton UniversityCanadian Journal of Applied Linguistics1481-868X1920-18182000-12-0131-26378Pour un enseignement aspectuo-modal et illustré des temps du passéHenriette Gezundhajt0University of TorontoAbstract Accepted ideas about past tense in French leave traces that are very hard to erase from our learners' minds. If imparfait is linked to duration, how can we explain: J'attrapais mon livre quand le téléphone a sonné? What should we think of verbs that take the être auxiliary with the passé composé tense and that are supposedly movement verbs? Are devenir, marcher or courir to be considered as exceptions? Is it enough to teach mnemonic tricks like the acronym Dr Mrs Vandertrampp? Multimedia can help us to transmit more appropriate aspectual concepts from enunciative theories like progress, boundaries or location in relation to a beginning or an end.https://journals.lib.unb.ca/index.php/CJAL/article/view/19824
collection DOAJ
language English
format Article
sources DOAJ
author Henriette Gezundhajt
spellingShingle Henriette Gezundhajt
Pour un enseignement aspectuo-modal et illustré des temps du passé
Canadian Journal of Applied Linguistics
author_facet Henriette Gezundhajt
author_sort Henriette Gezundhajt
title Pour un enseignement aspectuo-modal et illustré des temps du passé
title_short Pour un enseignement aspectuo-modal et illustré des temps du passé
title_full Pour un enseignement aspectuo-modal et illustré des temps du passé
title_fullStr Pour un enseignement aspectuo-modal et illustré des temps du passé
title_full_unstemmed Pour un enseignement aspectuo-modal et illustré des temps du passé
title_sort pour un enseignement aspectuo-modal et illustré des temps du passé
publisher Carleton University
series Canadian Journal of Applied Linguistics
issn 1481-868X
1920-1818
publishDate 2000-12-01
description Abstract Accepted ideas about past tense in French leave traces that are very hard to erase from our learners' minds. If imparfait is linked to duration, how can we explain: J'attrapais mon livre quand le téléphone a sonné? What should we think of verbs that take the être auxiliary with the passé composé tense and that are supposedly movement verbs? Are devenir, marcher or courir to be considered as exceptions? Is it enough to teach mnemonic tricks like the acronym Dr Mrs Vandertrampp? Multimedia can help us to transmit more appropriate aspectual concepts from enunciative theories like progress, boundaries or location in relation to a beginning or an end.
url https://journals.lib.unb.ca/index.php/CJAL/article/view/19824
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