Pour une Adoption de la Mediation dans la Perspective Socioconstructiviste en Classe de Langue Etrangere

This article explores the concept and potentials of pedagogical mediation as a component of socio-constructivism, including interactive and linguistic activities in language teaching and learning. Socio-constructivist theory posits that language learning is primarily a social and cultural act in a language classroom. This implies interaction through a group learning process with sharing of ideas in language learning. It has been generally observed that university students i n Nigeria who complete their studies in French language are unable to communicate well; this may be due to lack of good interactive and language activities in a French class. This article therefore seeks to exploit and analyze the concept of pedagogical mediation approach which revolves around free communicative activities in the language class and the relationship that is built around the language play role, characterizing the freedom of individual expression in language learning process. In this respect, socio-constructivism introduces the principle of mediation which consists in teaching something to someone through interactivity in order to promote effective learning of languages. This article on pedagogical mediation was inspired by personal experience as a French teacher and through literature review. We emphasize that social interaction is particularly that which binds the teacher and the learners since the latter are guided to construct and coconstruct their free expressions within the framework of the language class. This is imperative and being essential in the development of various language skills with proper application of pedagogical mediation.