Exploiting prior knowledge of English, Mathematics and Chemistry in the teaching and learning of French

Abstract

This paper explores prior knowledge with the view to enhancing the study of French. Juxtaposing sentences in French and English to underscore syntactic differences and similarities, the paper attributes numerical values to nouns and adjectives in French in order to demonstrate the mathematical imbalance and lack of agreement due to uncoordinated changes in number and gender. Chemical formulae are also compared with grammatical agreement to highlight their similarities, while differences in syntax are visually illustrated. We find that as single digits are respectively attributed to nouns/adjectives (1), masculine (2), feminine (3), singular (4) and plural (5), these values change with a change of gender and number such that errors not seen with words are visible in figures which appear equal or unequal and reflect a correct or incorrect agreement. Similarly, adding a value on one side of a chemical equation and balancing the latter on the other side is comparable to changing the gender and/or number of a noun and doing same to its determinants and qualifiers. By proposing the teaching and learning of French from the known to the unknown this paper has practical implication for French students and helps them have a better grasp of gender, syntax and agreement. Taking research in the direction of language proficiency through prior knowledge, this paper is innovative in establishing linkages between disciplines.

Key words: Gender, Syntax, Agreement, Mathematics, Chemistry