Abstract:
Our research work is part of the teaching of oral, we are particularly interested in the oral
production of young learners and the teachers’ interactions with the statements proposed by the
learners. Our study is based on the observation of three classes of 5th year of primary school
where the only factor of variation is the position occupied by oral production compared to the
other activities. Our objective is to show the relationship between the order of knowledge and
the variations of teachers and its impact on the language performance of learners. The result
showed that if the oral production is presented at the beginning of a didactic sequence, the
learners cannot speak without the intervention of their teacher. In this sense the teacher is
obliged to propose pre-prepared statements and asks his learners to repeat them. The results
have thus show that presenting the oral production activity at the end of a didactic sequence
allows the learners to speak in foreign language to choose the appropriate lexicon to self-correct
but above all to self-assess.
