Tesis sobre el tema "Français (langue) – Psychologie"
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Collay, Sandra. "Impact de la consistance orthographique sur la production verbale écrite de séries de mots". Clermont-Ferrand 2, 2004. http://www.theses.fr/2004CLF20003.
Texto completoThis research was interested in the consistency impact on written groups of production. Classically, there are more errors and longer reaction times with inconsistent words than with consistent words. However, the consistency impact has only been invastigated in regard to the isolation words production. Consequently we wanted to study the consistency impact on groups of words production. In order to do so, we used the serial recall task because it necessary implies groups of words recall and simualtes the words production. Eleven experiments have been conducted to explore this effect. Results of two princeps experiments revealed an unexpected effect : inconsistent words were better recalled than consistent words. We replicated this effect in three succeeding experiments. Then, we tried to give some explanation to this new effect (i. E. , tne inconsistency effect). The results suggest thant inconsistent words have a visual specificity taht pick up a part of the attentional resources allowing a distinctive encoding. The last chapter was interested in the dual route model that allowing the interpretation of the constency effect. Some research suggests that the sublexical route may be less automatic and slower than the lexical route. Indeed, this sublexical route may be under strategic controle. In the literature, results from oral production research were not clearly in accordance with the strategic control. We realized four additional experiments in written words production under dictation, but our results did not bring more support to this hypothesis
Al-Saadi, Ahlam. "Chronopsychologie et apprentissage du Français langue étrangère : Variations journalières de l'attention et des performances langagières chez des étudiants étrangers apprenant le français en France et en Irak". Thesis, Tours, 2011. http://www.theses.fr/2011TOUR2006.
Texto completoPsychological and cognitive dimensions of language demonstrate its interest to study them through a chronopsychological perspective. This study aims to explore the daily variations of attention and language performances among foreigner learning French language, and to understand the impact of geographical framework and learning period on this daily evolution. Two studies had been undertaken on French learning students : One in France (with 99 learners), and the other in Iraq (33 learners), over two periods of time (semester 1 &2). These students, classified according to their level in French (beginners, intermediate, and advanced), were subjected to an attentional test (number crossing), and to a language test (writing activity), over four different periods of the day. Results point out us that the attentional and language performances vary differently according to, the period of the day in which the test was undertaken, the level of the student, and his/her country of origin. Beginners have shown a great tendency to language learning, on the contrary to learners in advanced levels who have shown a greater tendency to attentional performance. At the beginning of the learning, the attentional and language performances fluctuate throughout the day ; however, they become stable at the end of the learning. The variations of attentional performances in France are superior to those in Iraq. Therefore, by knowing the appropriate time for learning, it will help us to understand the importance of the chronopsychological dimension in the study of a foreign language
Nyee-Doggen, Judith. "L'activité de prise de notes en situation de cours : comparaison des pratiques d'étudiants de Français langue maternelle et de Français langue étrangère". Paris 3, 2008. http://www.theses.fr/2008PA030018.
Texto completoConsidering notes taken while attending a course as a writing genre anchored in a specific discursive background, the parameters of which are to be taken into account, this thesis confronts the oral discourse of a young teacher (delivered in French) with the notes taken by French and Dutch students. In an often interdisciplinary approach, note taking has been examined in cognitive psychology, linguistics and didactics. The first part of the thesis consists in an assessment of these studies. Contrary to most of these works that rest on the practices of note takers, one of our objectives is to analyze the interrelation between teacher's discourse – which, through more or less explicit hints, constantly guides the note takers – and note taking. To make this oral discourse and these notes interrelate, several levels of analysis have been considered in the second part: that of the lexical units, of the clause, of the discourse. However, to assess the activity of note taking itself, intermediate stages have been defined according to their pragmatic role. The last part deals with the results that can be drawn from our studies. The reduction processed by note takers has thus been assessed and qualified. The reaction to the hints given by the teacher and entailing note taking has also been measured. These analyses made it possible to distinguish between different note taking modes. If Dutch and French students differ in their practices on a few points, it appears that the main differences lie in an individual practice of note taking. Some suggestions intending at providing some help to students have been sketched out according to the difficulties met with by note takers
Consalvi, Laurence. "Stimuli risibles et fonctions du rire en classe de français langue étrangère". Besançon, 2005. http://www.theses.fr/2005BESA1014.
Texto completoThis study is about the importance and the function of laughter in teaching/learning of French as a foreign language. Laughter is more than a simple sound : it has many roles and functions in communication, emotion and relationships in conversation. The main object of this research is about laughter and laughing based on the analysis of two principal groups. The concerned public are divided in two groups : teenagers studying French in Rome and Asian intermediate level students of French at the Centre de Linguistique Appliquée in Besançon. This research is based on the analysis of quantitative and qualitative data. The results showed that besides the differences inherent in each group of students, the causes and functions of laughter have many common characteristics
Jacquemard, Nathalie. "Rôle des représentations dans l'apprentissage du français langue étrangère en milieu universitaire endolingue". Paris 3, 2004. http://www.theses.fr/2004PA030092.
Texto completoThis thesis studies the rise and role of representations and hetero-stereotypes in the learning of french as a foreign language in a French-speaking university environment. The work of analysis and synthesis is based on answers to questionnaires submitted to foreign students and to teachers of French as a foreign language, native and non-native. Interviews with foreign students complete the research. The reiterated requests of foreign students concerned knowledge of the socio-cultural aspects of the host country. These requests correspond to their primary demand for communication competence in the host language. This thesis falls within the context of the didactology of languages and cultures and flows from the learning situations in the French as a foreign language teaching area. The thesis then proposes solutions likely to answer the demands formulated by both foreign students and teachers of French as a foreign language
Kucera, Laurence. "Le français, langue d'expression littéraire : histoire d'un choix". Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30070.
Texto completoThe writers under study have changed their language. They have laid bare their utmost being, renounced their mother tongue to make themselves anew in a foreign language: the French language. Paradoxically, this renouncement to the most intimate – the mother tongue – has brougt them to delve deeper into their selves and made them become truly themselves. Far from casting their first lives into repressed oblivion, switching to French has enabled memory to be told, history to be written, identities to be asserted, in the very distance of a new and naive language. Whether the writer adopts the direct path of the witness or a fictional detour, it seems that the choice of a foreign language constitutes the compulsory passage where in order to become oneself one must first accept to be other. It is through this dialectics between identity and otherness that the change of languages has generated an identical metamorphosis.In a historical perspective, we shall try to grasp the reasons that motivated those writers to choose French and the representations associated to it
Nguyen, Kim Oanh. "Contrat didactique et discours professoral en classe de langue : le cas des classes de français dans l'enseignement intensif du français et en français au collège vietnamien". Rouen, 2002. http://www.theses.fr/2002ROUEL426.
Texto completoThis work is an attempt at giving a definition and at examining the notion of didact contract in the teaching of French as a Foreign Language. The writer ties to establish the connections between classroom contract and teacher'discourse with a view to evaluating the effectiveness of a lesson inVietnamese secondary schools and int the programme of intensive teaching of French and in French. Class observations, discussions, and investigations conducted with teachers of French and the students concerned have been used as data for both theoretical and practical analysis of the impact of a didactic contract and of teacher's discourse on the stakes of teaching and of student's success. This work shows a lot of consideration for the notion of didactic contract in language teaching methodology and in teacher training. The notion of didactic contract involves indeed teaching by means of a cooperation between teacher and students, each constitutes a link in the process of verbal interation to carry out a particular form of communication in which metadiscourse undeniably plays a very important part. But cooperation also means participation and responsability to oneself and to others and all this contributes to creating a conscious and committed activity that involves the teacher and his /her students in a persistent struggle against passiveness
Najai, Mouna. "Développement lexical précoce et biais nominal : études expérimentales et approche interlangue français / arabe". Clermont-Ferrand 2, 2010. http://www.theses.fr/2010CLF20026.
Texto completoAguerre, Sandrine. "Centration sur l'apprentissage d'une langue étrangère, le français : grammaires et représentations métalinguistiques". Phd thesis, Université Michel de Montaigne - Bordeaux III, 2010. http://tel.archives-ouvertes.fr/tel-00628351.
Texto completoCousin, Marie-Paule. "Apprentissage de la production écrite de l'accord en nombre : application de règles et/ou récuperation d'instances ?" Rouen, 2004. http://www.theses.fr/2004ROUEL477.
Texto completoThis thesis studies the processes involved in the acquisition of the written number flexional morphology by French children. Six experiments are submitted. The first five ones use a cross method. They show the item's previous encounter and the number form impact on number agreement production. The sixth one is a longitudinal study. It examines the impact of the encounter frequency in time, the number form and the age of acquisition. This research shows that children use early instances retrieval for a written number agreement. As for adults, the number flexional morphology processing can be produced by children. In two ways. The first one is the implementation of rules, the second one is the instances direct retrieval
Xu, Ming. "La compréhension et la construction des connaissances en langue L1 (chinois) et langue L2 (français) à l'aide de textes scientifiques dans le contexte monolingue de la Chine : modélisation et développement". Paris 8, 2009. http://octaviana.fr/document/140601147#?c=0&m=0&s=0&cv=0.
Texto completoThe monolingual context of China executes numbers of constraints to the cognitive activities of L2 scientific text comprehension and knowledge construction. Under this context, the mother language (Chinese) facilitates more than the L2 language (French) the activation of text mental representation in multiple levels. During the reading and rereading of scientific texts in L2 language, the construction of the causal units or causal triplets depends on the subjects’ knowledge level of L2 language, the reading modalities (reading and rereading) and the combination patterns between the distance and the relation types entertained by the cause and the effect of a causal unit. And the construction of causal chains at the macrostructure level of a text in L2 language depends on the subjects’ knowledge level of L2 language, the length of the causal chains and the perception of the organization characteristics of these causal chains. Compared to the knowledge structured by other types of relations like overlap and temporality, the knowledge causally structured is much easier to be integrated with ancient information in the long term memory and they can be activated, remobilized and reorganized more rapidly and with a method more efficient
Nguyen, Phi Nga. "Stéréotypie et prototypie dans les méthodes de français langue étrangère : Libre échange, Le Nouvel Espaces, Panorama, Campus". Rouen, 2004. http://www.theses.fr/2004ROUEL474.
Texto completoStereotypes are everywhere and well anchored in people's mind. In oder to characterize their neighbors, most eople have available a repectoire of labels called "stereotypes". The amount of pre-made language segments is also important in everyday speaking. In a dialogue, the speaker is always influenced by the other, rumor of society, which underline his/her wording. Following a carreful review of FLE methods in use in Vietnam, we are proposing to assess the current state of different approaches, which contribute to stereotypy as a theoretical object, as well as various percpectives, which put the analysis of stereotypy in the problematic sense of language in the speach and in the communication. Our goal is to try to rehebilitate, reevaluate and remodel the notion of "stereotype", which has been negleted and rejeted for most of the history of the didactic of the languages- cultures. Some didactic perspectives are concluding this research
Serniclaes, Willy. "Etude expérimentale de la perception du trait de voisement des occlusives du français". Doctoral thesis, Universite Libre de Bruxelles, 1986. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213529.
Texto completoAanzoul, Hassan. "Les entraves à la construction d'une compétence de communication (contexte lycée marocain)". Thesis, Nantes, 2017. http://www.theses.fr/2017NANT2008/document.
Texto completoWe assume that the analysis of the epistemological paradigm of knowledge in which the teaching of French is taught in Morocco is essential to understand which theoretical framework serves as a reference for the Moroccan educational authorities in the choice of approaches, in the drafting Pedagogical recommendations and official instructions, in the design of manuals, in the development of repositories and in the programming of content. There is a close relationship between the epistemological paradigm of knowledge adopted and the representations of the teacher as to his class practice. Teachers act, whether they like it or not, within a conceptual framework and their practices fall within the framework from which they make their representations. Teachers should normally be aware that their actions are justified only if they result in the learner constructing a communication skill. But if they believe according to their representations that this is a codified knowledge to be acquired which will allow the learner later the use of this knowledge in contextualized situations their teaching will not take charge of the communicative dimension of the language. Adopting the concept of constructing communication competence makes it possible not to lose sight of the goal to which the action must lead and above all to ensure that we do not confuse the tool (the language) with the use for which it is predestined (Communication)
Pacton, Sébastien. "L'apprentissage implicite en dehors du laboratoire : le cas des régularités orthographiques". Dijon, 2000. http://www.theses.fr/2000DIJOL021.
Texto completoThis thesis links the studies on implicit learning, usually carried out in laboratory, and the studies on the acquisition of certain untaught aspects of spelling. Experiments involving nonword judgment, dictation and completion tasks show that elementary school children are very early sensitive to orthographic regularities that are either probabilistic (e. G. The identity of double letters : the probability that /o/ is transcribed “o” or “au” as a function of the consonantic context) or describable with a rule (e. G the legal position of double letters ; the transcription of the diminutive morphemes /o/ Et/). The use of procedures close to those used in implicit learning studies carried out in laboratories has allowed us to assess the degree of abstractedness of children’s (6 – 11 years old) orthographic knowledge. The results confirm, within a natural context, the generalizability of laboratory researches, and, more specifically, the existence of transfer to a new material. For instance, children’s sensitivity to the legal position of double consonants extends to consonants that are never doubled in French. However, performance were always lower when children’s orthographic knowledge was assessed with unfamiliar, rather than with familiar material (e. G. With consonants never, rather than frequently, doubled) and the magnitude of this difference remained stable even after at least five year of exposure to print. This effect appears difficult to reconcile with the idea that individuals would acquire increasingly abstract knowledge of material regularities they are exposed to. It appears more consistent with statistic conceptions of implicit learning according to which abstraction is conceived of as a gradual process
Pugibet, Verónica. "Des stéréotypes nationaux dans l'apprentissage des langues étrangères : le cas d'étudiants mexicains apprenant le français". Paris 5, 1986. http://www.theses.fr/1986PA05H025.
Texto completoWe have compared the evolution of the national stereotypes or national images that Mexican students learning French, had of France and French people through their learning. It appeared that the students who "knew" more about French civilization belonged to the upper social classes whatever their French level. Stereotypes appeared through different items along the interviews based on French advertising : gastronomy (cooking, cheese, bread, wine); aspect (perfumes, fashion and elegance, physical aspect); psychological nature (including: love and romanticism); different symbols of "frenchity" (flag, map, the word "France", Marianne); the space(Paris and the city, the water, the Eiffel tower, the ostles); technology and economical development. (studying national stereotypes while learning a foreign language seems to be an excellent way of approaching the civilization through its unity and its plurality, fighting against straight mind vision (reducing and levelling visions. ) if national stereotypes under its different aspects: auto stereotypes, heterostereotypes, symbols etc. Which constitute a code that belongs to the national culture, aren't taken into consideration and clearly taught, once again only the upper social classes will be able to recognize, accept reject them. We have also considered the teachers' training that would be needed and their actual opposition. Then we have analyzed what kind of instruments would be useful for such work in a foreign language class. Because we believe that well known and considered (instead of ignoring it), stereotype can be a dynamical and motivating element while learning languages and as a consequence, civilization
Mawai, Piyasuda. "Regards croisés sur les représentations et les stéréotypes des Thaïlandais et des Français : étude sur les manuels de français et de thaï". Grenoble 3, 2006. http://www.theses.fr/2006GRE39050.
Texto completoWe propose to study the images and stereotypes of French and Thai people and how each group perceives the other. The theoretical approach involves the entire research field concerning such images and stereotypes in the area of sociolinguistics and language teaching. Many empirical studies was conducted to access the images and stereotypes that French people from about Thai people, Thailand and the Thai language, and the corresponding images and stereotypes of French people, France and the French language that Thai people make. We searched (questionnaires and interviews) for the potential links between these images and stereotypes and those which may appear in foreign language teaching materials, both Thai and French, used in France and Thailand. Then, in Thailand, we studied the pre-conceived images held by teachers and learners of French as a Foreign Language. New educational approaches result from these studies for the teaching and learning of the French language and culture in Thailand
Leblanc, Marie-Cécile. "L'engagement dans le jeu de rôle : analyse interactionnelle et didactique des jeux de rôles en Français Langue Etrangère à Hong Kong". Rouen, 2001. http://www.theses.fr/2001ROUEL406.
Texto completoNone or few studies on role-plays have so far considered them as interactions as such. The present thesis precisely aims to demontrate that improvised role-play practiced in a french as a foreign language class is one particular type of verbal interaction because of it's complexity. .
Kouassi, N'guessan. "Contribution à la rénovation de la pédagogie de la grammaire en didactique du français langue-étrangère". Montpellier 3, 2006. http://www.theses.fr/2006MON30010.
Texto completoThis thesis deals with renovation of the teaching of grammar in didactics of French as a foreign language in West Africa. Our hypothesis is that grammar teaching pedagogy would be more efficient if it were based on the principles of psychology of learning. Therefore we studied how grammar is taught presently in four French departments, investigated for psychology of learning principles needed trough the literature of that science, proposed some means which can help us to improve the pedagogy of French grammar in West Africa
Cado, Serge. "Enseigner à rédiger à l'école élémentaire : didactique de la production d'écrits, didactique du français". Rennes 2, 1994. http://www.theses.fr/1994REN20034.
Texto completoIn France, in the teaching of French as the first language, in primary schools, writing skills are set out by teachers as a principle objective. However, traditionally, less than 10 % of classroom time is given over to "composition skills" whilst grammar and spelling take up about 30% of the time. More often than not, teachers organise the various disciplines of the teaching of French into separate units : grammar, spelling, verbs, writing skills. . . When correcting written compositions that have been produced without any particular reader or purpose in mind, teachers concern themselves mainly with sentence structure and spelling, and they even interpret texts that are otherwise void of meaning. How then can we explain the gap that exists between teachers' expressed intentions and the actions they actually take ? Most primary school teachers are not able to change their ways because they lack a professional tool - a theory which encompasses both the theory of skills learning and the theory of written forms. This theory would modify how teachers perceive their own role, the lesson content and the teaching methods they use, and would provide them with a unity of vision concerning the various actions to be taken, at any given time for every pupil and at any given stage throughout their schooling. It would allow the teaching of spelling, grammar and writing skills, sentence structure, text and context to be moulded into one. Such is the aim of the thesis
Tuyangalele, Kimaku. "Stratégies d'apprentissage du français en contexte lusophone : cas des étudiants et apprenants de l'ISCED de Luanda". Pau, 2009. http://www.theses.fr/2009PAUU1001.
Texto completoStrategies of study reveal the dependency which exists between learning subject and mailmen who can have an influence on his mode of study. The process of education must take into account theses mailmen to reach the largest of learning it
Bidaud, Samuel. "La vicariance en français et dans les langues romanes : (italien, espagnol, portugais)". Thesis, Dijon, 2014. http://www.theses.fr/2014DIJOL008.
Texto completoThe linguistic concept of vicariancy has never been defined precisely. The purpose of this thesis is therefore on the one hand to determine a notion of general linguistics, and on the other hand to study the main vicariant words in French, Italian, Spanish and Portuguese. We will see that vicariant words can be characterized by their incompleteness, by their abstract semantism and by the fact of being semantically neutral with regard to their antecedent. We will study from this point of view the verb faire, the que vicariant, the relative and interrogative pronouns, chose, truc, machin and bidule, the third-person pronouns, the pronouns y and en, the demonstrative pronouns and tous and tout, and, each time, their Italian, Spanish and Portuguese equivalents. Our approach is essentially based on Gustave Guillaume’s psychomecanics of language, which has the advantage of being a complete linguistics, since it considers the langue as well as the transition from this one to the discours. The psychomecanics of language postulates that the sense can be described as a movement of thought, and we will try to reconstruct this movement of thought for each one of the vicariant words we have enumerated.The linguistic concept of vicariancy has never been defined precisely. The purpose of this thesis is therefore on the one hand to determine a notion of general linguistics, and on the other hand to study the main vicariant words in French, Italian, Spanish and Portuguese. We will see that vicariant words can be characterized by their incompleteness, by their abstract semantism and by the fact of being semantically neutral with regard to their antecedent. We will study from this point of view the verb faire, the que vicariant, the relative and interrogative pronouns, chose, truc, machin and bidule, the third-person pronouns, the pronouns y and en, the demonstrative pronouns and tous and tout, and, each time, their Italian, Spanish and Portuguese equivalents. Our approach is essentially based on Gustave Guillaume’s psychomecanics of language, which has the advantage of being a complete linguistics, since it considers the langue as well as the transition from this one to the discours. The psychomecanics of language postulates that the sense can be described as a movement of thought, and we will try to reconstruct this movement of thought for each one of the vicariant words we have enumerated
Chibane, Aziza. "Construction du symbolisme graphique et acquisition des référentiels spatiaux chez l’enfant d’âge préscolaire : étude comparée de l'influence des structures linguistiques en langue arabe et française". Paris 5, 1997. http://www.theses.fr/1997PA05H031.
Texto completoIn the framework of a program of research aiming to apprehend knowledge of the young child in the graphic symbolization area, our work focuses on clean effects to languages in the process of rule acquisition of constant graphic structuring by children arabic- speaking and french-speaking in the expression of relationships positionnelles static. To divulge syntactic variations entailed by the presence of the verb +to be ; sentences comprising this verb are given to represent with the help logogrammes arbitrary. Obtained productions are compared with the similar sentence representation comprising in dynamic verb on the other hand, the diversity of the semantic value of presented prepositions, entails equally graphic variations as well as of variations in the coding of the referential spacial. We make the hypothesis : w of a less good representation in the order spacial and temporal in the presence the verb +tobe; to weak tends semantic. W of a graphic presentation morphosyntaxic more precise at the french- speaking that at the arabiv considering their representation praxique more abstracted more objective. Results show a certain variability in rule + spacial order; and +location ; between arabophones and french-speaking as well as of differences in the type of coding of the referential spacial. The diversity of performances intergroupe realized by child of the same ages is linked not to a cognitive factor but a linguistic factor
Mathey, Stéphanie. "Le rôle du voisinage orthographique lors de la reconnaissance visuelle des mots". Dijon, 1997. http://www.theses.fr/1997DIJOL004.
Texto completoThe aim of this research is to contribute to the understanding of lexical access mechanisms by manipulating orthographic neighborhood in lexical decision tasks. The results of experiments 1 and 2 show a facilitatory neighborhood frequency effect. This effect does not vary as a function of word size and may be due to a positive response bias induced by the task. The effect of orthographically similar words, neighbors by suppressing one letter, is examined in experiments 3 and 4. Identification performance for words with suppression neighbors and words with no neighbor are identical. We also replicate the facilitatory neighborhood frequency effect with traditional neighbors. In experiments 5, 6, and 7 we examine if a neighborhood relationship between the neighbors of a stimulus plays a role on the visual recognition of that stimulus. A facilitatory neighborhood distribution effect is observed, which is correctly predicted by the interactive-activation model. In addition, an inhibitory neighborhood frequency effect appears when the pseudoword context is difficult, which suggests a strategic bias. As a whole, the results are compatible with the interactive-activation model, but seem to vary according to the task difficulty. Explanations based on strategic effects are examined
Dumay, Nicolas. "Rôle des indices acoustico-phonétiques dans la segmentation lexicale: études sur le français". Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210753.
Texto completoKhandakani, Mouna. "Etude du processus d'acquisition du français langue secondaire et étrangère (FLES) par l'analyse psychosociolinguistique de l'interlangue produite selon l'appartenance : image culturelle et interlangue de primo-apprenants lors d'entretiens en situation de communication naturelle et virtuelle". Caen, 2012. http://www.theses.fr/2012CAEN1657.
Texto completoPeereman, Ronald. "Représentations phonologiques dans la prononciation et l'identification des mots écrits alphabétiquement". Doctoral thesis, Universite Libre de Bruxelles, 1989. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213210.
Texto completoScreve, Buzenet Valérie. "L'encodage des lettres lors de la perception visuelle des mots : étude à l'aide du paradigme de l'abréviation". Dijon, 1997. http://www.theses.fr/1997DIJOL003.
Texto completoCertain letters seem to be more important than others during visual word recognition. Our approach relied on the intuition that people can give direct information by abbreviating words. In a first experiment, we examined abbreviations and showed that two factors influenced the probability of reporting a letter : first : a consonant was more often reported that a vowel; second : first letters were more often reported than last. In a series of lexical decision experiments, results indicated that priming of letters reported in abbreviations was more facilitatory that priming of other letters. This suggest a non equivalence of letters. This result was not explained by typographies nor by statistical factors. We showed that there is a connection between particular patterns of letters and lexical units, and that these patterns are made by, but not only by, the first letter. In a second stage, to test the possible role of phonological information in abbreviation priming effect, as it was suggested by the presence of consonants, we made two experiments in which we manipulated ambiguous phonological consonants like "t" and "c". Results indicated a dissociation in the time-course of activation of consonants. With short times of prime exposure (29 ms), we showed an orthographical activation of consonants whereas, with longest times (57 ms), we showed a phonological activation of consonants. In conclusion, results indicated a particular salience of the first letter and of consonants during visual word recognition of french words. Moreover, a dissociation between orthographical and phonological codes was obtained, which was discussed with reference of lexical access models
Bailly, Sophie. "La différenciation sexuelle dans la conversation : étude descriptive et interprétative des modalités, des thèmes et des représentations, à partir d'entretiens et d'enquêtes". Paris 5, 1992. http://www.theses.fr/1992PA05H075.
Texto completoAlthough they speak the same language, men and women who belong to the same speech community seem to differ in their speech behaviour. The choice of conversational topics and strategies depends on the sex of the speaker and of the hearer. Socio-cultural representations of the conversational behaviour of men and women also correlate with gender
Mukendi, Wa. "Connaissance de la langue française chez l'enfant zairois scolarisé: étude des relations entre la compréhension de la langue parlée, l'habileté de lecture et les capacités métalinguistiques". Doctoral thesis, Universite Libre de Bruxelles, 1991. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212985.
Texto completoMartinot, Clara. "Développement et contrôle des connaissances phonologiques chez l'enfant". Dijon, 1996. http://www.theses.fr/1996DIJOL022.
Texto completoThe aim of this work is to examine phonological knowledge by prereaders children. If actually, there is a consensus about the relationship between metaphonological skills and learning to read, some problems remain about, (a) precursors of phonological skills, (b) phonological units which are important in this relation. These problems lead us to realise two series of experiments. First, five experiments have been realised in order to show that the precursor of metaphonological mastery is its epiphonological knowledge. Indeed, we postulate that linguistic knowledge disponibility for conscious access implies a previous organisation of that knowledge in an implicit level. Some prereaders (4 5 and 5 6 years old) have been asked to respond to a free segmentation task and an initial phoneme deletion. The results showed that all children give significantly the first part of a syllable when they are asked to give "just a little bit of". By contrast, they are unable to delete the initial phoneme. However, when they are trained, the 5 6 years old children but not the 4 5 ones make quick improvements on the deletion task. Nevertheless, when the youngest children are tested subsequently on the free segmentation task, they give some responses similar to those explicitly required by the deletion task. So, this study showed that the 5 6 years old can quickly access to a metaphonological control when a training is given. The 4 5 years old ones use automatically their implicit phonological knowledge in some tasks where they can freely manipulate the phonological structure of the items. Consequently, these results support the idea that before being able to consciously manage their phonological knowledge, children have to end a phase in which that knowledge is not ready yet to conscious access
Aghaeilindi, Somayé. "La pédagogie de l'erreur en production écrite dans l'apprentissage du français langue étrangère, chez les étudiants persanophones". Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00973497.
Texto completoCosereanu, Elena. "Le rôle de la négociation et de la rétroaction corrective dans l'acquisition des langues secondes : la situation des tâches d’interaction en communication synchrone étudiée sur le cas du français langue étrangère". Compiègne, 2010. http://www.theses.fr/2010COMP1864.
Texto completoThe role of negotiation and corrective feedback in the acquisition of second languages. The situation of tasks of interaction in synchronous communication studied in the case of French as a foreign language. Today, researchers working on the acquisition of second languages (L2) are in general agreement that practising communication remains a condition sine qua non for the learner to be able to develop and perfect his competence in L2. However, the way in which this activity contributes to this development remains massively hypothetical and is the object of many controversies. Among a complex multitude of structures of interaction that may punctuate communication in L2 where the learner is involved (whether the person he is talking to is a native or non-native speaker), the episodes of negotiation (about meaning or form) and episodes of correction have received particular attention in research on the acquisition of L2. A number of researchers, both French-speaking and English-speaking, see in these structures a decisive lever for the development of the competence of the learner in L2. The value of tasks of communicational interaction, in particular tasks where there is a discrepancy of information, for the development of the competence of the learner in L2 (and therefore also their pedagogical value), could be largely explained by their capacity to favour the appearance of episodes of negotiation and correction. The work presented here proposes to lead a reflection, theoretical as well as empirical, on the role and the value of negotiation and corrective feedback for the development of the competence of the learner in L2; in this framework, it will seek to characterize the value of tasks of interaction for this development. We have therefore carried out a number of experimental studies aimed at evaluating the acquisitional potential of different tasks of interaction, carried out with learners of French as a foreign language organised in pairs, under different conditions. If the actual content of the tasks seems very important for determining their acquisitional value, the conditions and the context in which the tasks are performed probably has just as much importance, and therefore should also receive equal attention in research on L2 acquisition. With this in view, we compare and seek to evaluate the specificities of two communicational modalities in the realisation of interaction tasks: 6 synchronous oral communication face-to-face, versus synchronous communication mediated by computer of the type “chat”. We also seek to evaluate the impact of a number of variables on the communication that occurs during the tasks, in particular: the socio-linguistic origin of the L2 learners (their mother tongue or first socialisation); the other languages that they master already or are in process of acquiring; the composition of the pairs of learners (in particular the degree of symmetry in terms of their competence in the L2); the linguistic context in which the L2 learning takes place (homoglotte or heteroglotte). On the basis of an interactionist theoretical framework, we seek to show that the acquisitional potential of the interaction tasks largely depends on these various factors, and that it is therefore necessary to study the value of tasks for L2 acquisition by paying full attention to the context in which they are realized, and non in a decontextualized fashion
Giami, Gratton Michèle. "Des règles d'erreur aux règles de production : ou de la conceptualisation à la description d'une langue étrangère". Montpellier 3, 1995. http://www.theses.fr/1995MON30050.
Texto completoHow come systematic errors in the learning of the grammar of a foreign language appear to be the same whatever the learner's mother tongue ? this study is based on a hypothesis : there may be a strong relationship between the presentation of grammatical information in usual grammar text books and the specific way in which the learners seem to treat the information. This particular treatment of grammatical information appeared first through empirical observations of the procedures used by learners when solving a "pronominal transformations" problem (the field studied here being the anaphoric use of personal pronouns in french : le, la, les, en, y, lui leur etc. . . And the apparent modalities of their acquisition). In fact these procedures revealed the use of a genuine "error production rules system" which catches up with the "interlanguage" hypothesis (selinker (1972), corder (1967,69,etc. . . ). The analysis of "error production rules" allowed to show that difficulties in grammar learning come essentially from the impossibility for the learner to identify and combine the right number of "relevant criteria" on the basis of usual grammatical description. Therefore a proposition is made to try and reduce the "cognitive" as well as the "linguistic" difficulties by bringing into light the relevant syntactic opposition according to the binary opposition principle which seems to be essential for a cognitive description of a second language system. An algorithmic routine underlies three decision trees which allows the learner to choose the proper form, order, and place for each particular personal pronoun in french in relationship to the corresponding relevant criteria
BOZON, FREDERIQUE. "Influence du nombre de voisins orthographiques sur le traitement des mots et des pseudo-mots : effet inhibiteur ou facilitateur?" Grenoble 2, 1997. http://www.theses.fr/1997GRE29035.
Texto completoWe have studied the effect of the number of orthographic neighbours (n) on reading. Our main question was : does the existence of many neighbours facilitate or inhibit visual recognition and naming of words and pseudowords? in a perceptual identification task, we have shown that the n effect was inhibitory on word recognition whereas it was facilitatory on word naming. Moreover, these different n effects did not differ when words were mixed with pseudowords. In the lexical decision task (ldt), we have attempted to determine the discrimination degree between words and nonwords from which the n effect for words should vary. Our data have revealed that the n influence on words was either facilitatory or inhibitory as a function of the "familiarity" of the nonwords used (balota & chumbley, 1984). Furthermore, we have shown by using a memory recognition task after the ldt that the variation of nonwords' familiarity induced different processing levels for words. We have also shown that the orthographic characteristics of the words added in the ldt produced a variation of the n effect for words. For pseudowords, we have observed that the n effect was facilitatory in the naming task and in the perceptual identification task whereas we have shown that the influence of this factor was inhibitory in the ldt. In sum, we have shown a variation of the n effect for words and pseudowords as a function of the task used. In the ldt, this influence varied also as a function of the discrimination degree between words and nonwords. From our results, we have discussed the processing level required by each task used and we have considered the implications of our data relative to models' predictions and to others empirical data
Pacot, Peggy. "La connaissance orthographique à 9 ans : quels savoirs, quelles explications, quelles représentations ? : une étude psycholinguistique et comparative". Lyon 2, 2001. http://theses.univ-lyon2.fr/documents/lyon2/2001/pacot_p.
Texto completoThis dissertation has compared written productions of third grade native French children and American children learning French as a second language. Our enterprise was to pull the differences existing between both groups. We distinguished two levels of analysis. The first level of analysis is linguistic. It has defined spelling through language and has studied children's orthographic products. It has particularly analyzed variations children make in relation to the orthographic norm. The second level of analysis is psycholinguistic. It has considered verbal commentaries children produce on their own spelling. Both of these levels have allowed us to differentiate spelling performance from spelling competence. Forward, we have demonstrated that children build representations when facing writing (mental images). Our study has shown that children use two types of representations when they spell : visual representations and hearing representations. Within these two categories of representations we have found that children also differentiate representations based on a concrete representation of the world (towards the meaning) from those that are based on symbolic representation of the world (towards the linguistic signs). Our objective was to show that by using different methods we can define spelling's dynamic. Our analysis has led into the following question : does learning a second language contribute to the development of metalinguistic knowledge ?
Mérigot, Philippe. "L’influence de l’ordre des mots sur l’impact des messages publicitaires : une exploration des effets de la loi du second lourd". Paris 9, 2010. https://bu.dauphine.psl.eu/fileviewer/index.php?doc=2010PA090005.
Texto completoThis dissertation deals with the use language in advertising. After a state of the art of marketing applications of linguistics, we focus on syntax and more precisely word order. We study the order of two coordinated words and examine a principle of organization coined by Claude Hagège, the Heavy Close Law (HCL), which says that languages tend to place the heavier term in the second (closing) position; heavier because it contains more syllables, or syllables in the lower frequencies of the acoustic spectrum. We propose that the origin of HCL can be found either in cognitive economy, because HCL could prevent parsing systems from overloading, or in prosody (the rhythm, stress, and intonation of speech) because HCL conforms to the falling melody of the affirmative sentence. Subsequently, we test the effects of transgressing HCL on ads recall and recognition, and attitude towards the ad (Aad), in two laboratory studies. Finally, we examine the effects on the impact of an actual emailing campaign, by manipulating the subject line of a commercial email sent to 88,000 consumers. Results show that transgressing HCL has effects on recall and recognition only in the case of set expressions. Concerning (Aad), our study shows that transgression of HCL results in a tension that must be resolved at the end of the message. Moreover, when a message contains several phrases transgressing HCL, it is perceived as less irritating, less boring, and more credible. Finally, the study on email offers new linguistic perspectives for research on email marketing
Rojas-Plata, Daniel. "Frontières de l'espace dans les langues romanes : analyse sémantique de la préposition en (français-espagnol) du XIIe au XVe siècle". Thesis, Université de Paris (2019-....), 2019. http://www.theses.fr/2019UNIP7142.
Texto completoThis thesis deals with the evolution of the preposition en from the point of view of a comparative analysis between French and Spanish. Our objective is to describe, measure and explain the semantic change experienced by this pair of prepositions in its spatial use between the 12th and 15th centuries. For this, we establish a methodology of study based on a corpus analysis and a description of old and current use of two words. We examine in particular how their spatial meaning has evolved and explain the diachronic processes underlying this change. Our theoretical approach is based on hypotheses in cognitive semantics and models of linguistic variation and semantic change. The results of this research lead us to propose two types of evolution based on distinct semantic and grammatical processes
Himeta, Mariko. "Le paradoxe de la francophilie japonaise : représentations des enseignants et des étudiants de français au Japon". Paris 3, 2006. http://www.theses.fr/2006PA030021.
Texto completoFrom the early days of the relationship between France and Japan, the Japanese representations of France and the French have never been negative. They could even be considered favourable. However, this “Francophilia” is not synonymous with a desire of coming closer – admiring France from a distance, as if through a window, seems quite enough. Nowadays, Japanese students starting a French course, as worthy heirs of this paradoxical Francophilia, see French language as an instrument of social distinction in their own country, rather than a means to make contact with French-speakers. But does teaching French contribute towards dispelling the glass wall that students may build between the target culture and themselves? Besides, do foreign languages teachers not feel torn these days between their awareness of the importance of a cultural dimension within their teachings, and the absence of consensus about its definition ? Through observing how Japanese students' representations can evolve, and analysing interviews of their teachers, this study brings to light the influence of personal representations from teachers onto those of the learners. Reflection then focuses on the teacher's role in the cultural dimension, as well as on this question : Should we go beyond paradoxical Francophilia ?
Sablayrolles, Pierre. "Sémantique formelle de l'expression du mouvement. De la sémantique lexicale au calcul de la structure du discours en français". Toulouse 3, 1995. http://www.theses.fr/1995TOU30224.
Texto completoHatem, Abir. "L'incidence de la privation du langage sur l'acquisition du sentiment moral chez l'enfant sourd en France et en Syrie". Thesis, Lyon 2, 2011. http://www.theses.fr/2011LYO20032/document.
Texto completoIn this research, we study the moral development of deaf children in the view intercultural. We are interested of the cognitive operation in the case of auditory deprivation: the cognition as a resource of representation and the development as the result of communication with the environment. Our problematic concerns the interest of the relationship between the social interaction and the moral development in the deaf child. How to develop a deaf child the language interactions without auditory function? Why the deaf child is unable to have easily the access of the moral judgment? Is there a relationship between deprivation language and the delay in the moral judgment? Is the moral judgment is related to the culture. This thesis focuses on the study, if deaf child have difficulty of accessing to the moral judgment. We expect that the moral judgment in the deaf children occur in the same steps that occur in the entendant child, and depend substantially on social interaction
Zouali, Ouafaa. "Les usages langagiers, les attitudes langagières et l'expression identitaire de Marocains vivant en milieu minoritaire ou en milieu majoritaire". Thesis, Université Laval, 2004. http://www.theses.ulaval.ca/2004/22238/22238.pdf.
Texto completoCommin, Agnès. "Les représentations culturelles dans les exercices de grammaire des manuels scolaires de français langue étrangère de 1980 à 2000". Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA036.
Texto completoThe study lies in the field of didactics, but it also refers to linguistics, sociology and cultural studies. It is devoted to the cultural representations in grammar exercises of textbooks of French taught as a foreign language from 1980 to 2000. Considered under the angle of didactics, textbooks are social mirors reflecting values of societies. Some examples of analysis of textooks showed the necessity of studying the representations to improve educational description and to educate the learners to cultural diversity. Not only the theoritical history of the analysis of content has been reviewed but also the French methods of discourse analysis and those of the Critical Discourse Analysis. The study rans throughout the grammar exercises of thirty-five textbooks of levels 2 and 3. After the description of this study which makes appear eight types of grammar exercices, different levels of the procedures revealed categories which deal with the representations of the human identities and theirs values. The representations of men, women, family and couple life, divorce and mariage, and those of the youth and old people, of the foreigners, throughout their way of living and their values such as money,hobbies, food and the form of polite manners.The grammar exercises also make the proof that textbooks can be better objects for intercultural communication
Kádas, Timea. "L'intégration des élèves nouvellement arrivés en France dans l'espace scolaire français : langues, représentations, identités en contexte". Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC022/document.
Texto completoOur thesis focuses on newcomer students in France and aims at understanding how these students integrate into French schools and exploring the educational paths they tread. Thus, this study is based mainly on the analysis of the discourse of thirteen students concerning their learning and their school experiences. It is also based on the representations that these students have of themselves, others (French students, teachers), their learning in general, their learning of the French language in particular and the context in which this learning takes place. Our thesis also focuses on the students’ first languages and their role in the learning process. The link between language and identity has long been established by researchers from different disciplines. Therefore, we have tried to understand, through an autobiographical project based on the notions of multiliteracy and multimodality, how the first languages of the students can be taken into consideration in order to help them progress in both the learning of French and learning in general. We also considered the significance of such an approach in the reconstruction of these students' identities. Furthermore, in response to our initial question regarding how these students integrate into the French education system, we investigated two complementary perspectives: that of the institution through interviews with three teachers, three heads of school and two inspectors and that of the students’ families through questioning nine parents. The aim of this study is to contribute to the body of research on the role of migration in the French educational context and to provide a better understanding of the current educational challenges facing our globalized society
Idoughi, Sahra. "La gestion du processus rédactionnel et les représentations de l’écrit en français langue seconde : le cas d’étudiants non francophones en formation diplômante à l’université Paris 8". Electronic Thesis or Diss., Paris 8, 2019. http://www.theses.fr/2019PA080084.
Texto completoThis thesis is a didactic research that deals with the problem of teaching / learning writing for non French-speaking students enrolled in a degree program at Paris 8 University (repetitions) . The study is based on the observation of the difficulties encountered by these students in writing and the need to master this skill for the success of the academic paths already set. Writing is defined as a complex process related to the writing subject, its relation to writing and its representations. It is a qualitative research based on three types of data: written productions taken at different times in the guided writing process; interviews with four students on representations developed in writings and finally data from self-administered survey questionnaires of fifty non-French-speaking students enrolled at Paris 8 University. The results of the analysis of the writing process indicate a linear and non-iterative understanding –writing or conception of the planning process. Just as they point to difficulties in maintaining the communicative intention of the writing subject during writing. Finally, they show a concentration on linguistic norms to the detriment of semantic content or meaning. The analysis of the discursive data from the interviews revealed some writing issues and misunderstandings related to writing and its practice. These are the results that the investigation has strengthened. This highlights the students' focus on linguistic norms in interpreting their difficulties. It also shows a restricted conception of the functions of writing that are considered as simple tools of communication and transcription of ideas and not as a true cognitive mediator favoring complex intellectual operations. Duties yet strongly mobilized in the academic writing
Michaud, Nathalie. "Étude des effets de l'entraînement à l'autocorrection et d'un exercice de remédiation sur l'apprentissage et sur la rétention d'une règle de grammaire dans le cadre d'une démarche d'évaluation formative". Master's thesis, Université Laval, 1989. http://hdl.handle.net/20.500.11794/29442.
Texto completoBesnard-Lamboley, Christine. "Contribution à la définition d'une psychopédagogie de la communication dans les instituts technologiques d'éducation (I. T. E) algériens à partir de l'étude du schéma de la personnalité de base : cas d'une classe de professeurs d'enseignement moyen P.E.M. de français stagiaires à l’I.T. E de Saïda (Oranais)". Nancy 2, 1985. http://www.theses.fr/1985NAN21019.
Texto completoGoetry, Vincent. "Etude comparative du développement des compétences métaphonologiques et orthographiques d'enfants bilingues scolarisés en langue seconde". Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211476.
Texto completoYilmaz, Ebru. "Les proto-narratifs musicaux dans l'interaction vocale mère-enfant : introduction d'un modèle communicationnel précoce dans une étude des dyades françaises et italiennes". Electronic Thesis or Diss., Paris 10, 2024. http://www.theses.fr/2024PA100016.
Texto completoNarrative has been a major area of enquiry in many disciplines in the social sciences. Narrative organization is described in everyday conversation, written text and in various art forms. Proto-narratives occurring at an early period of infancy have also been described by various authors following previous narrative studies and some additional properties peculiar to this stage of life. Many studies show that, around the second month of life, infants become active participants in social interaction. In developmental psychology, research focused especially on the timing of vocalizations that characterize infants’ participation and on musical aspects, such as pitch variation and tempo, of mother-infant protoconversations. Such proto-narrative episodes have been carefully described in largely qualitative studies. The aim of this thesis is to systematically explore the narrative patterning of vocal protoconversational exchange between mothers and infants. Collections of narrative episodes were identified, coded and analyzed from 2 corpora of everyday naturalistic audio recordings of protoconversations between mothers and their 2-to-3 month-old infants from Paris and Verona. Comparisons between French and Italian samples were conducted in order to identify a minimal set of acoustic features for a rich description of protoconversational narrative. Comparisons between narrative and non narrative episodes were conducted to test the acoustic-based model of proto-narrative and to explore verbal content features. Results demonstrate that French and Italian narratives showed similar patterns in acoustic measures and similar amounts of infant participation. Results also showed different patterns of acoustic features, as well as different verbal content markers, between narrative and non narrative episodes. Furthermore, we found that infants spend more time vocalizing in narratives than in non narrative episodes. As a whole, this research provides evidence of an early communicational pattern in relaxed everyday adult-infant interaction. The implications of the narrative organisation of preverbal communication and its relation to musicality are discussed
Lee, Ji-Eun. "Etude du malaise dans les échanges communicatifs chez les apprenants coréens et japonais en situations d’apprentissage du français langue étrangère en France". Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAC039.
Texto completoDespite the existing heterogeneity in the class of “French as a foreign language”, there is an element shared by both Korean and Japanese learners, regardless of their study level, field of study, or the duration of their stay in France : a common feeling of not being able to speak French well enough. That observation and the resulting insecurity it causes are often based on subjective criteria, resulting from the idea of an idealized French as well as the learning goals they are supposed to reach. But this depreciation and self-depreciation can also be caused by the attitudes of native speakers which make the learners feel their weakness. From the moment their communicative experiences are marked by a repetitive disparaging judgment towards their French, self-depreciation reinforced by hetero-depreciation eventually generates some discomfort which gradually transforms itself into a kind of a penalizing agent that would take its strength from learning French with questionable results. Even if both public shares a similar depreciative linguistic attitude, communicative standards or similar linguistic dispositions, investigations show that the characteristic unease felt by Korean learners is not always similar to that felt by Japanese learners, as their French is not apprehended in the same way by French native speakers