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To face the complexity that idioms imply in a L2 context, it’s necessary not to reduce their learning to a mere study by heart and to look for an adapted teaching methodology, aiming to encourage a more cognitive students’ implication. To this end, the way of exploiting the phraseological iconicity and the perception of semantic motivation that can provoke will be highlighted, in order to show how to create reflective and resolution-based learning tasks. By means of some concrete examples in French, the different orientations that the teacher could propose in the classroom to guide the student’s work and strengthen its efficacy will be also explained.

Image, image, quelle motivation renfermes-tu ? Iconicité et apprentissage cognitif des expressions idiomatiques en FLE