Iconotextuality and teaching/learning of SFL in cameroonian context: prolegomena of an absent practice
Abstract
This paper proposes a study of the didactic relations between texts and images based on three categories of written corpus (didactic activities in textbooks, formative and certifying assessment activities, and texts regulating docimological activities) evidenced in the learning of foreign languages in general, and of SFL in particular. More specifically, it addresses the role of images in the comprehension and optimisation of the learning of written corpus in SFL. On the basis of a series of iconotextual theories, an analysis of the content of written corpus and a probabilistic survey of a sample of 150 subjects, it is shown that, because of its representativeness and iconicity codes, the image constitutes an indispensable didactic aid for the decoding of written corpus and a semiotic and semantic prerequisite for students with textual comprehension difficulties.
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