Skip to main content

Maxime Le Forestier

Au fil des ans, mes deux chanteurs préférés français, tant pour l'écoute à la maison qu'en cours, ont été Maxime Le Forestier et Francis Cabrel. J'ai découvert Maxime Le Forestier, quand j'étais assistant à Montauban en 1977-8. C'était son apogée, cette époque où la radio passait des chansons telles que San Francisco et Un arbre dans la Ville. J'aimais sa voix pure et la simplicité de ses chansons. Il a continué à faire des enregistrements au cours des années et j'ai apprécié certains albums plus récents, Passer ma route et L'Écho des Étoiles. La clarté de sa voix fait de lui un bon choix pour la classe aussi, donc j'espère que ma classe A2 a apprécié un peu de l'ancien et du plus récent, l'autre jour. Youtube rend l'utilisation du chant dans la classe plus stimulante aussi. Voici deux extraits de Le Forestier. Dans le premier il parle de ses amis de la «Maison Bleue» de San Francisco et la vie en Amérique et en France à cette époque; le second, c'est Maxime qui chante la chanson magnifique Les chevaux rebelles en 2002. Ecoutez cette voix fabuleuse!


Comments

  1. Anonymous13 January 2012 at 03:18

    Aujourd'hui, j'ai eu un calvaire. Mes eleves se comportaient mal, et j'ai gueule. Enfin, je suis rentree. Je passe par ton blog, presque par hasard. J'ecoute Maxime. Merci. Demain sera mieux, tant mieux parce que cette chanson a nourri mon ame fatigue.

    ReplyDelete
  2. Steve Smith25 April 2015 at 11:41

    Tant mieux!

    ReplyDelete

Post a Comment

Popular posts from this blog

What is the natural order hypothesis?

The natural order hypothesis states that all learners acquire the grammatical structures of a language in roughly the same order. This applies to both first and second language acquisition. This order is not dependent on the ease with which a particular language feature can be taught; in English, some features, such as third-person "-s" ("he runs") are easy to teach in a classroom setting, but are not typically fully acquired until the later stages of language acquisition. The hypothesis was based on morpheme studies by Heidi Dulay and Marina Burt, which found that certain morphemes were predictably learned before others during the course of second language acquisition. The hypothesis was picked up by Stephen Krashen who incorporated it in his very well known input model of second language learning. Furthermore, according to the natural order hypothesis, the order of acquisition remains the same regardless of the teacher's explicit instruction; in other words,
4 comments
Read more

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a language).
Post a Comment
Read more

12 principles of second language teaching

This is a short, adapted extract from our book The Language Teacher Toolkit . "We could not possibly recommend a single overall method for second language teaching, but the growing body of research we now have points to certain provisional broad principles which might guide teachers. Canadian professors Patsy Lightbown and Nina Spada (2013), after reviewing a number of studies over the years to see whether it is better to just use meaning-based approaches or to include elements of explicit grammar teaching and practice, conclude: Classroom data from a number of studies offer support for the view that form-focused instruction and corrective feedback provided within the context of communicative and content-based programmes are more effective in promoting second language learning than programmes that are limited to a virtually exclusive emphasis on comprehension. As teachers Gianfranco and I would go along with that general view and would like to suggest our own set of g
2 comments
Read more