L’anticipation des interactions en classe et son rôle dans les stratégies d’enseignement d’une langue

Based on a cognitive didactic approach (Billières & Spanghero Gaillard, 2005), the aim of this study is twofold: to investigate the teacher’s activity in the anticipation of language classroom interactions aiming at learning new vocabulary (Bressoux & Dessus, 2003), and to evaluate the quality of the learners’ comprehension of that newly learned vocabulary. The use of teacher’s interviews allowed for insights into their views on exercises planning and their implementation in classroom. This study shows the fundamental role played by the teacher’s anticipation in in facilitating the effective learning . Furthermore, it highlights the importance of preparing interactions and pedagogical material in lexical acquisition