Дисертації з теми "Acquisition du langage – Étude et enseignement (préscolaire)"
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Sarri, Vassiliki. "Apprentissages de la langue écrite chez l'enfant de 5 à 10 ans et ses difficultés." Amiens, 2009. http://www.theses.fr/2009AMIE0023.
Simonin, Marie-Claire. "Rôle de la langue première dans l'apprentissage du français à l'école maternelle." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH014.
This thesis is part of linguistics of language acquisition, sociolinguistics and language education. It is a practical research that aims to understand language acquisition by emergent bilingual children from 3 to 5 years old, i.e. the simultaneous and / or consecutive acquisition of two languages, in the context of a kindergarten in priority education and whose public is multilingual (almost twenty first languages). The aim of the research is to observe how the child can rely on skills already acquired in the first language (L1) to build second language (L2) skills. The corpus is composed of several types of data: - a multilingual "corpus of work" consisting of educational tools in which audio translations are produced with the collaboration of the parents; - video recordings of child / adult interactions to observe the acquisition of the linguistic elements proposed in the supports; - recordings made throughout the process in order to highlight in what particular way students build their own language: translation sessions, interviews with parents, classroom activities.Qualitative analysis in ten case studies shows that : - in the case of children who acquire French as their L2, the use of the L1 in class forsters their engagement, as well as the comprehension and appropriation of linguistic elements from the L2 ; - in the case of children who have two L1s, including French, valuing the heritage language encourages its development
Thibault, Magalie. "L'écoute de la musique classique comme moyen de favoriser l'expression orale chez l'enfant d'âge préscolaire (4-5 ans)." Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/35466.
In recent years, many studies have focused on music, especially the influence that it can bring in some areas. Thus, recent scientific work in education and psychology show the importance of learning music in the development of young children (McPherson, 2005; Hallam, Cross and Thaut, 2008). Music engages the whole brain across a variety of perceptual and cognitive operations. (Altenmuller, 2003). Moreover, according to the latest research, studies indicate that many musical skills emerge and consolidate during the first years of life, particularly between the ages of four to six (Gordon, 2003; Ilari, 2002; Radocy et Boyle, 2003). Musical listening seems to favor cognitive and more specifically language development (Kraus et al., 2014). This qualitative study forges the links between music and language. It aims to explore the extent to which listening to music in preschool children can promote their oral expression. It focuses on the analysis of listening to classical music during playful moments of ten children aged four and five, and more particularly on talks, to examine whether music influences oral expression in these children. The analysis of the results highlights that most participants became more sensitive to listening to music and that some of their behaviors and gestures followed the rhythm of the songs. In addition, the results also indicate that several of the group's participants improved their speaking skills and that this seemed to be influenced by musical listening.
Brosset-Eriksen, Françoise. "Prendre conscience des enjeux de la communication linguistique pour apprendre à parler juste à l'école maternelle." Paris 5, 2003. http://www.theses.fr/2003PA05H002.
We have tried to define the main aspects of oral language for nursery school children which will guarantee futur reading learning. We think that the duty of any speaker consists in considering that language is primarly meant to communicate with the Other one and to be understood by this Other one. On the other hand, we think that the speaker ought to respect the rights and duties imposed by communication and more particulary the respect of truth and the poursuit of linguistic probity. Through the analysis of linguistic situation, in the first years of nursery school, we will show that on the one hand, children learn to talk, when they become aware that choosing the right word which allows them to fill the distance between the speaker and the adressee. On the other hand, the analysis of linguistic exchanges within the context of scientific activities in the later year, show that such activities prepare the child for truthful speech
Doré, Nathalie. "Le développement de la structuration causale du récit au préscolaire dans un contexte de dictée à l'adulte." Master's thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/25984.
De nombreux élèves éprouvent d’importantes difficultés en lecture, ce qui affecte grandement leur parcours scolaire. Puisque lire consiste à construire le sens du texte lu, la compréhension des discours narratif et explicatif constitue une sphère d’apprentissage sur laquelle il convient de se pencher et d’intervenir, cela très tôt dans la vie des enfants. Le présent projet de recherche vise à décrire, chez un enfant de niveau préscolaire, le développement de la compréhension de la structuration causale du récit dans un contexte de dictée à l’adulte. Pour ce faire, une expérimentation a été réalisée auprès d’un enfant de quatre ans pendant une année scolaire. La collecte des données consiste en deux dictées à l’adulte, la première en début d’année et la seconde un peu avant la fin de l’année. Les microanalyses montrent la transformation du niveau de développement de l’enfant d’une dictée à l’autre, ce, tant au regard de la macrostructure que de la mise en mots. Alors que, spontanément, pour le premier récit, l’enfant met l’accent sur la problématisation et raconte son histoire par l’intermédiaire du jeu symbolique, pour le second récit, la narration, beaucoup plus élaborée, est réalisée dans une réelle dictée à l’adulte et ne passe plus nécessairement par des actions symboliques.
Affes, Amina. "L'apprentissage de la langue seconde dès la prématernelle et la maîtrise de la prononciation à l'âge de neuf ans." Master's thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/27631.
The aim of our study was to examine whether there is a link between starting age of learning English as a second language (L2) (four years vs six years old) and the mastery of the pronunciation of this language at nine years of age in an immersion school. To achieve this goal, we conducted a correlational study of two groups of francophone students enrolled in 4th grade of elementary school, as well as a control group of English-speaking pupils. The first group consisted of 16 French-speaking students who began learning English L2 at four years old, while the children were in pre-kindergarten. The second group consisted of 12 Francophone students who began learning English L2 at the age of six, while the children were in the first year of elementary school. Tests evaluated the L2 pronunciation of each student at the segmental level, foreign accent and intelligibility. The results of our study show that at the age of nine, the group who began learning English at age four obtained better results in the pronunciation of certain sounds and in the lack of a foreign accent, whereas for intelligibility, the two experimental groups performed similar to the control group. Our results suggest that there is a link between starting age and the pronunciation of certain sound segments and the degree of foreign accent, variables on which the earlier learners obtained better results.
Couture, Sophie. "Liens entre les pratiques parentales préscolaires en littéracie et la lecture à 8 ans : médiation par le vocabulaire et la connaissance des lettres." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27131.
Ce mémoire doctoral s’intéresse aux pratiques parentales en littéracie comme prédicteurs des différences précoces en lecture. Les études antérieures ont rapporté des liens préférentiels entre deux types de pratiques parentales en littéracie, deux habiletés préalables à la lecture et le développement de la lecture au primaire. D’une part, l’enseignement des lettres par le parent, une pratique formelle, contribuait à la connaissance des lettres, laquelle était un prédicteur des habiletés de lecture de l’enfant. D’autre part, la lecture parent-enfant ainsi que l’exposition aux livres, des pratiques informelles, prédisaient le développement langagier de l’enfant, lequel contribuerait plus spécifiquement à la compréhension en lecture. L’hypothèse selon laquelle des processus de médiation sont impliqués a été proposé par plusieurs chercheurs mais, aucun n’avait testé formellement cette hypothèse. De plus, la contribution des pratiques parentales en littéracie était évaluée une seule fois, en maternelle ou au début de la première année du primaire, ce qui ne permettait pas d’identifier l’âge vers lequel il devient pertinent d’introduire l’enfant au monde littéraire. L’objectif du mémoire était donc d’évaluer formellement un modèle de double médiation à l’aide d’analyses acheminatoires tout en considérant l’exposition à la littéracie tout au long de la petite enfance. En accord avec les liens préférentiels suggérés dans la littérature, on a constaté que l’enseignement des lettres par les parents à 4 et 5 ans prédisent indirectement les habiletés en lecture (8 ans; décodage et compréhension en lecture) via leur contribution à la connaissance des lettres (5 ans). Également, le vocabulaire réceptif de l’enfant (5 ans) était un médiateur des contributions de la lecture parent-enfant à 2.5, 4 et 5 ans, à la compréhension en lecture (8 ans). Ce mémoire souligne l’importance d’initier les enfants à la littéracie en bas âge afin de supporter leur acquisition subséquente de la lecture.
This doctoral dissertation focuses on parental literacy practices as predictors of early and long lasting differences in reading achievement. Previous studies have documented preferential associations between two types of parental literacy practices, namely parent-child reading and parental teaching of letters, and pre-reading as well as reading skills without formally evaluating the hypothesis of mediation processes. The main objective of the doctoral dissertation is to formally evaluate this putative dual pathway using path analysis. Our longitudinal research design is unique as we repeatedly evaluated parental literacy practices over early childhood, which can inform us on the appropriateness of different literacy practices from toddlerhood onward. We found that parental teaching of letters at ages 4 and 5 contribute indirectly to reading skills (8 years old; decoding and reading comprehension) through their effect on early letter knowledge (5 years old). Conversely, vocabulary development (5 years old) mediated the influence of parent-child reading at 2½, 4 and 5 years on reading comprehension (8 years old). Results have important implications as to the specific stimulations enhancing each aspect of literacy development and suggest ages around which they begin to influence children’s development.
Ragano, Serge. "L'apprentissage de la lecture : étude de quelques stratégies." Toulouse 2, 1999. http://www.theses.fr/1999TOU20021.
This study examines how first grade children learn to read. The two first chapters test the developmental model of acquisition of literacy in oral sentence reading. The results indicate logographic then alphabetic reading, but more or less in the same time which invalidates the developmental stages model. Besides, the huge number of contextual responses observed evokes a larger and a more flexible model. The third research, longitudinal, studies the interaction between formal, phonetic and semantic cues in three different situations with words in various contexts (isolated word, neutral context, congruous context). Analysis of data reveal a complex acquisition with exclusion, domination or interaction of reading cues, depending on children's abilities and the nature of linguistic material. The last experiment explores the influence of various instructional settings (phonics and/or semantics) on the evolution of children's strategies in oral reading. The results tend to suggest the necessity of a complex model of reading acquisition that integrates linguistic, psychological and instructional factors
Ginestié, Jacques. "Contribution à la didactique des disciplines technologiques : acquisition et utilisation d'un langage d'automatisme." Aix-Marseille 1, 1992. http://www.theses.fr/1992AIX10034.
This thesis considers the study of technical languages as an opportune means of approaching the didactic of technological disciplines. It is based on the fact that it is impossible to think about a technical object without thinking in a technical language. In this respect, technical languages are specific modes of expression for the technological world; they enable humans to conceive of, produce and control the life of technical objects. This work has three parts. The first proposes a definition of the didactics of technological disciplines. The second focuses on the study of sequential automated systems and a language used for the functional description of such systems (grafcet, functional graph for step-transition control). The third part deals with empirical studies on the grafcet transmission-acquisition process by french tenth graders enrolled in the tsa curriculum (technology of automated systems). The results raise the question of how knowledge is organized socially. It appears that the social organization of knowledge fails to bring out the differences in technical knowledge by schematically emphasizing norms and aesthetic aspects. Yet in technological disciplines, technical languages are consubstantial with the learning of meaning. The cultural implications of these disciplines have a bearing on the social control of technological change. Accordingly, our study shows that today's training programs, as they are currently organized, do not really enable societies to achieve these cultural goals, an thus are detrimental to the sharing of knowledge by the greatest number. In this perspective, research in teaching can play a decisive role by taking an interest in technical languages and their environment, approaching them through the situations
Dumaine, Joanne. "Effet du degré de présence de l'écrit et des activités d'écrit sur le développement de la conscience de l'écrit et la production d'écriture chez les enfants d'âge préscolaire." Master's thesis, Université Laval, 1988. http://hdl.handle.net/20.500.11794/29345.
Borg, Serge. "La notion de progression en didactologie des langues et des cultures. Observations centrées sur la didactique du Français Langue Etrangère." Rouen, 1997. http://www.theses.fr/1997ROUEL292.
Progression is a very important notion in the teaching of foreign languages. It mainly "deals with the problem of havinq to establish a process from a beginning to an end with goals to attain. But the questions are numerous : do the "content of teachinq and learninq aim at the same result ? If there is such a thinq as progression, how is it liked to progress ? How can qradation and programming be defined ? What is the real meaninq of a curriculum on a syllabus ? Which approach is the best : the universal or the contrastive one? Such a reflexion leads to the definition of the importance of each parameter : positivism, cognitive learning, external and internal components. Finally, it has been possible to reveal a didactic approach which had been totally underestimated until now : it could be defined as dynamic polycentrism. It could be taken as an element of answer to the great demand in the field of didactic knowledge or as a new element of intervention in the process of learning
Ahmed, Fasih. "Intercultural competence and L2 Acquisition : contextual parameters and constrastive approaches in L2 Teaching and learning in Pakistan." Nantes, 2013. http://www.theses.fr/2013NANT3007.
Rogalski-Muret, Janine. "Acquisition de la bidimensionalité (combinatoire, espace, mesure) chez les élèves d’âge scolaire et préscolaire." Paris 7, 1985. http://www.theses.fr/1985PA077079.
Charpentier, Jacky. "Apprentissage de la lecture et développement de la pensée logique : les processus de compréhension dans l’accès au langage écrit." Nancy 2, 1990. http://www.theses.fr/1990NAN21019.
The theoretical study and functional analysis of written language demonstrate that, compared with spoken language, writing is endowed with specific functions and patterning. It therefore constitutes an object of learning of its own, having its proper requirements. The reading-writing act thus draws on particular cognitive processes. The study of such processes defined in terms of comprehension strategies, is based on experimental exercises given to infant classes. Several strategies are made out and related to the levels of development of logical thinking such as they appear in Piaget's operation theory. The demonstration is made that there exist relations between the characteristics of the various comprehension strategies children resort to and the levels of operations, whether mastered or not, such as seriation, classification, and conservation operations. More marked still is the clear differentiation between the comprehension strategies of pre-operating children and those of children mastering concrete operations. The hypotheses made above are thereby confirmed. Ultimately the pedagogical consequences are drawn from the observations made and the results obtained
Bautier, Élisabeth. "Pratiques langagières, structures sociocognitives et apprentissages différenciés." Paris 5, 1990. http://www.theses.fr/1990PA05H065.
Tessier, Gisèle. "Contribution à une étude de la créativité verbale chez l'enfant : approche systémique de la poésie à l'école maternelle et élémentaire." Tours, 1986. http://www.theses.fr/1986TOUR2001.
Among the siren-words that are favoured by educational vocabulary, that of creativity has been the starting point of our research. What does the word cover when applied to childhood? or if its strict definition is problematical, what use does the very young child make of it, specifically the child attending nursery and elementary school? is he a "poet" in his earliest age, and what poems is he able to produce? finally, children also being pupils,what development, what place does school allow creativity to have, particularly in the case of language creativity?------in order to answer this question, varied methodological tools have beenused: a framework of questions has been set up to analyze the "commonplace discourse" on creativity. Then the study has relied on the information provided by extensive surveys on the practices, the tastes and the definitions of a hundred of primary schools teachers questioned about poetry. A discrepancy was found to exist between the "commonplace discourse" which optimizes the child's written and verbal invention and the inertie prevailing among the actors of educational system; the strongest contradiction does not appear so much at the level of the stereotypes about poetry as at the level of poor,rigid practises based on sheer memorization. A dysfunction which is brought into light with the help of systemic methodology. Finally, one has endeavoured to contribute to an heuristic of the process of "word inventiveness", set up from oral and written corpuses (poems by 8 9year old children). A triple approach has been used, with the means of structural reading, the analysis of contents, and psycho-cognitive investigation. There again systemic patterns have helped to enlighten a concept which seems, because of its obscureness and its ideological implications, to operate as an established phantasm
Ez-Zaher, Ahmed. "Représentations métaphonologiques et apprentissage de la lecture en arabe." Toulouse 2, 2004. http://www.theses.fr/2004TOU20028.
This study was designed to examine the relation between phonological awareness and learning to read arabic. The main hypothesis holds that, unlike other alphabetic languages, syllabic awareness may play important role in learning to read. Some phonological and orthographic characteristics of the arabic language do have an influence both on phonological awareness children, shows clearly that syllabic awareness is strongly related to learning to read in beginning years, both as prerequisite or as a consequence of this learning. Syllabic segmentation appears much useful to establish letter/sound correspondences in the vowelised script. In contrast, phonemic awareness is needed only later in a second stage when children have to process an unvowelised, deep orthography. It was concluded that in the first stage phonemic awareness is not necessary to acquire reading abilities in vowelised arabic orthography and thus teaching methods must rely on syllabic units to introduce children to literacy
Rativeau, Sylvie. "L'automatisation de la reconnaissance des mots chez l'enfant : perspectives développementales et différentielles." Dijon, 1998. http://www.theses.fr/1998DIJOL011.
The aim of this research is to examin word recognition mechanism development in reading acquisition. In an alphabetic langage as french, reading acquisition can be considered as etablishment of three representation systems: graphemic, phonologic and semantic representations. The question is to study the development of these representations and connections between them during reading acquisition. Reading acquistion consist in etablishment of relations between graphemic codes, that children have to learn, and phonologic and semantic codes already installed. The major object of this study concern installation and automation of connections between these three represenations systems in beginning readers and the question of simultaneous character of indirect and direct routes development. Tasks evaluating one or other of these treatments, in children from first to fifth grade, indicate a progressive automation of graphemic codes activation until second grade. Automation of these representations seems to attain an optimal level in third grade. Results show a progressive use of phonological and orthographic routes from beginning of reading learning. Since second grade, children are sensitive to phonological and lexical chararteristics of items. This seems to indicate a early use of direct route to lexical representations
Lungu, Oana. "Le temps en contexte subordonné de la perspective de l'acquisition du français langue maternelle." Nantes, 2012. http://www.theses.fr/2012NANT3043.
This study investigates French children’s construal of the present, the future and the past (imparfait and passé composé—PC) in complement and relative clauses under a matrix past. The main finding with the present is that children accept non-adult simultaneous readings of the present under past. To explain this finding, we suggest that children, unlike adults, construe present as a zero tense. The main findings with the future are that children, unlike adults, have a dependent future— they accept and volunteer a future in the future-shifted before utterance-time (UT-T) context. On our proposal, children’s dependent future is analyzed as a zero present plus a future modal. Like adults, children also accept and volunteer a future in the past in the future-shifted before UT-T context as well as in the future-shifted after UT-T context. We state that, in these cases, children, like adults, construe the future in the past as a zero past plus a future modal. These findings led to the formulation of the Zero Tense Hypothesis (ZTH), which states that children have zero tenses early on; a zero tense in child grammar surfaces as both present and past. The main finding with the imparfait is that children accept and sometimes volunteer an imparfait in both future-shifted contexts. This leads to our Modal Hypothesis (MH), which states that children construe the imparfait as a futurate. Finally, the main finding with PC is the non-adult acceptance of PC in the future-shifted before UT-T context. We propose an explanation based on MH together with ZTH: children assign a futurate reading to PC and accept the sentence because they construe the present component of PC as a zero tense
Morin, Eliza. "Stratégies d'apprentissage de la grammaire chez des apprenants de L2 et de L3." Master's thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/69519.
The aim of our quantitative research study is to examine two areas of second language acquisition that have not received considerable research attention: multilingualism and grammar learning strategies (GLS). More specifically, this research examines whether strategy use varies depending on the languages learned by multilinguals. We attempt to answer three research questions: 1) Are there differences in GLS use in the second language (L2) of bilingual learners and in the third language (L3) of multilingual learners? 2) Does a multilingual learner use the same GLS in his L2 and L3? and 3) Does GLS use vary according to the third language learned? To answer these questions, 14 FrenchEnglish bilinguals and 17 multilinguals (L2 English and L3 Spanish (n = 11) or L3 German (n = 6)) completed the Grammar Learning Strategies Inventory (Pawlak, 2018). The analysis did not reveal any statistical differences between the compared groups for our three research questions. Only one difference was found in the L3 comparison of multilinguals: L3 German learners were found to use social GLS more often than L3 Spanish learners. This difference might be explained by the age gap between the groups and by proficiency differences between the third languages. However, it should be noted that our study is underpowered and therefore those conclusions are tentative.
Rousseau, Janick. "Le jeu pour appréhender le code écrit à la maternelle." Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/31184.
Bahram, Beiguy Mehri. "L’ enseignement de l’expression écrite chez les apprenants iraniens." Aix-Marseille 1, 2009. http://www.theses.fr/2009AIX10086.
Coquilhat, Jean-Christophe. "Mise à distance d'un enseignement de l'anglais de l'informatique : expérimentations et analyses de quelques aspects méta-didactiques et cognitifs de l'acquisition en anglais de spécialité." Bordeaux 2, 2008. http://www.theses.fr/2008BOR21526.
This PhD thesis has a threefold structure based on theorical research, action-based research and R&D within the joint fields of English for Specific Purposes and Open and Distance Learning. The theoretical research relies on various disciplines to identify a steady epistemological base and to start building our Research and Development scheme. The Transactional Distance Theory appears as a valid model to connect action-research and R&D, and to design specific strategies around pedagogical mediation and mediatisation in order to set up a viable and efficient learning system. Mediatisation examines the potentialities of Open source software and formulates the principles of adaptative "pedagogical bricks" (learning objects) to respond to the students' interlanguage heterogeneity in an action-oriented approach. Mediation aims to integrate an individualized and accessible functionalistic feedback into an optimized proxemic tutoring both for oral and written productions. The Common European Framework of Reference for Languages is used as atool which provides several criteria adapted to the system
Messaoud-Galusi, Souhila. "Incidence du développement linguistique et de la lecture sur les stratégies de pondération d'indices acoustiques et la perception catégorielle de la parole." Paris 3, 2004. http://www.theses.fr/2004PA030167.
The present study was aimed at evaluating the relations between categorical perception (CP), reading and language acquisition. First, we examined the relationships between categorical perception and reading tasks in 4th grade good and poor readers and children followed longitudinally from kindergarten to 2nd grade. Second, we evaluated cue weighting strategies in dyslexic children, chronological age and reading age matched controls and in adults. The results indicated that CP of place of articulation improves with age and that the evolution is faster for the processing of transitions and vowel-related cues than for friction noise. The evolution of CP is slower for dyslexics but does not depend on reading level in the general population
Laaha, Sabine. "Développement précoce de la morphologie verbale : une étude comparative sur l'acquisition de l'allemand autrichien et du français." Paris 5, 2004. http://www.theses.fr/2004PA05H064.
This psycholinguistic dissertation examined the early development of verb morphology in Austrian German and in French, in a cross-linguistic perspective. For each of the two languages, the analysis was based on longitudinal spontaneous speech data of two monolingual children, from the onset of speech until the age of two years and a half. The development framework was compatible with functionalist approaches to language acquisition ; the linguistic approach was based on the theory of Natural Morphology. This study aimed at establishing similarities and differnces in developmental sequences of the two languages and investigating which factors might play a decisive role in the early development of verb morphology. The results obtained suggest that language specific factors (stuctural differences and input factors) play, from the early phase of morphological development, an important role in acquisition
Husseynova, Tarana. "L' enseignement du français langue étrangère au niveau débutant en Azerbaïdjan vise-t-il l'acquisition de la compétence langagière ?" Université Marc Bloch (Strasbourg) (1971-2008), 2007. http://www.theses.fr/2007STR20009.
In order to understand whether French as a foreign language is taught in Azerbaijan in view of acquisition of language competence, which constitutes nowadays an objective of foreign language teaching, we carried through a research by analysing : - official instructions: the schedule for oral and written skills teaching of French ; - manuals used in traditional and exploratory groups of learners: Manuel de français and Campus 1 ; - teaching of French in a language class: observation and analysis of French courses in traditional and exploratory groups of learners
Tejada, Sánchez Martha Isabel. "L'acquisition de l’anglais écrit et l’exposition intensive en contexte d’immersion scolaire en Colombie." Paris 8, 2014. http://www.theses.fr/2014PA084198.
This dissertation presents a descriptive study on the differential effects of 2 types of early-partial immersion programs on the Spanish-L1 learners’ EFL written performance. As a consequence of the different intensity of exposure within each program, they have been categorized as High intensity (HI) and High Intensity plus (HI+). They respectively accumulate 7002 and 8760 number of hours and share a decrease in intensity by the end of the program. The study contrasts the impact of the accumulated total number of hours of exposure and the varying intensity of instruction within each program. Both programs were longitudinally and cross-sectionally analyzed in the secondary years, with a quantitative and a qualitative approach. Writing performance was measured in terms of Complexity, Accuracy, Fluency and Perceived Quality. The cross-sectional sample (N=189) included 5 age-groups (12-17); the longitudinal sample (N=72) 3 different agegroups (14-17). Between-group analyses’ results (both samples) indicate that number of hours of HI+ does not result in significant improvement in the learners’ writing performance; on the contrary, the HI learners significantly outperform the HI+ in Fluency and Complexity. Within-group analyses reveal no significant negative effect of such a decrease for the HI+ program as far as the 3 domains concerned. Analyses with the longitudinal sample favor the HI program and are in agreement with those regarding total number of hours, being the learners on this program who show significant progress. Hence, the higher accumulated number of hours of exposure and intensity alone do not seem to guarantee increased levels of written performance
Pouchkova, Meyer Svetlana. "Vers un dictionnaire des mots à Charge Culturelle Partagée comme voie d'accès à une culture étrangère (FLE) : le cas des apprenants immigrés adultes multiculturels." Strasbourg, 2010. https://publication-theses.unistra.fr/public/theses_doctorat/2010/POUCHKOVA_MEYER_Svetlana_2010.pdf.
The culture of comportment of the majority can 't try to get the confession in the society side by side with the scientific culture. The French linguist R. GALISSON called this culture as "generally accepted", so the majority bearers of language posses il. It is nowhere studied, it is taken outside of school during the process of the daily life. Nevertheless, it is very important because it indicates at the same time: The sign of identify between people who rank themselves among the same society; The model of socio- cultural comportment (the conditional model) in the daily life's situations; The sign of benevolence or, in the other words, the common denominator for the best comprehension and tolerance. If this the most important culture is acquired by the bearers of language during the everyday life, it can be described and studied by the foreign students at the French lessons. Lt takes place thanks to the specific words which carry the vast layer of the "generally accepted" culture. These words must be defioed and entered in the special cultural dictionary, the purpose of which is to facilitate the perception of the socio- cultural component in the discourse and the comportment of the bearers oflanguage for the foreign students
Delamotte-Legrand, Régine. "Problèmes d'éducation linguistique." Rouen, 1991. http://www.theses.fr/1991ROUEL125.
The thesis shows the evolution of language science and its applications in the fields of an analysis of children's language and of schoolchildren's language uses. The study is the result of personal research within INRP et CNRS. It shows both continuity and break in the language learning process of the child in his home environment and the language learning process of the mother tongue at school. It proposes the hypothesis of the possibility of a study associating both fields out of and in school language practice of children. Within psycho-socio-linguistics
Yadegari, Parisa. "De l'intérêt pour l’acquisition d’une compétence communicative non linguistique en didactique du FLE en Iran." Strasbourg, 2011. https://publication-theses.unistra.fr/restreint/theses_doctorat/2011/YADEGARI_Parisa_2011.pdf.
This thesis proposes a new pedagogical approach in teaching French as a foreign language in Iran (our context) by highlighting the role of non-linguistic communicative competence in the development and enhancement of the socio-cultural and intercultural potential of the Iranian learners. Placed within the intercultural perspective, this research examines the socio-cultural intermediary function that the non-linguistic communicative competence of the learner can play in situations of communication with others. We believe that the non-linguistic communicative competence by including, on the one hand, the sociocultural knowledge (social skills, know-how, good manners) and on the other hand, the behavior and nonverbal attitudes, constitutes necessary sociocultural factors for the proper functioning of an intercultural communication. It must therefore be part of the general skills that learners of a foreign language must acquire during the process of learning this one. The challenge of this new pedagogical approach is considerable in the teaching/learning of French as a foreign language in Iran, because it can bring to it a significant value, in comparison with the language courses where only the language skills would be developed
Rast, Rebekah Marie. "Le tout début de l'acquisition : le traitement initial d'une langue non maternelle par l'apprenant adulte." Paris 8, 2003. http://www.theses.fr/2003PA082248.
The nature of human linguistic capacity remains a controversial subject. A prominent hypothesis concerning the very first stages of second language acquisition states that the instantiation of Universal Grammar in the learner's first language constitutes the basis of this process, the "filter" through which the target language input passes. Yet another strong hypothesis predicts that a learner's general cognitive capacity, along with the necessary information available in the input, is at the center of this process. Our results suggest that the picture is not as clear as that predicted by these hypotheses. For example, individual variability and a learner's knowledge of other second languages (when relevant) must not be excluded from models of second language acquisition. Controlled empirical data can and should contribute further to this debate
Ngo, Thanh Hue. "Rôle de la famille et de l'école maternelle dans le développement langagier des enfants vietnamiens : étude comparative avec la situation en France." Nantes, 2005. http://www.theses.fr/2005NANT3026.
Riguel, Emilie. "Les phrasal verbs : usage, acquisition (L1 & L2), et enseignement." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA166.
Although typical and inevitable in the English language, phrasal verbs, however, represent a real scourge to non-English-speaking students. A quantitative study based on a comparison between an interlanguage corpus of English as a foreign language (International Corpus of Learner English, Version 2) and a control corpus (Louvain Corpus of Native English Essays) thus highlights the underrepresentation of phrasal verbs in non-English-speaking students’ written productions. Secondly, from a qualitative study examining the use of phrasal verbs in excerpts from non-native students’ essays, we draw up a typology of errors made by non-English-speaking learners with regard to phrasal verbs. A discussion on new approaches to a better learning/teaching of phrasal verbs is also proposed.To provide some answers to this question, our approach consists in observing the genesis of this construction in the English-speaking child’s language. Indeed, the role of multiword constructions has particularly been emphasized in theories of first language acquisition (Goldberg, 1995; Tomasello, 2003). Besides, they are a rich and productive source of predication that children from most of the language communities acquire at a very early age. Yet, no studies dedicated to the acquisition and usage of verb-particle constructions in young English-speaking children have been carried out so far. This thesis aims to study the emergence and development of verb-particle constructions in child language by analyzing longitudinal data from the spontaneous oral speech of two monolingual English-speaking children, Naima and Ella, respectively followed between ages 0;11 and 3;10 and between ages 1;00 and 4;00. The corpora transcripts come from the CHILDES database (MacWhinney, 2000a).Finally, this thesis also focuses on the acquisition and use of particle placement within direct transitive phrasal verbs in English-speaking children’s speech. In particular, a multifactorial analysis of several linguistic variables will be conducted to see if children reproduce the same linguistic pattern as adults in their productions of both types of direct transitive verb-particle constructions (i.e. continuous configuration V-Prt-O and split configuration V-O-Prt)
Sung, Young-Hee. "Le rôle de l'inter-/trans-culturel dans la compréhension de l'inférence discursive chez les apprenants coréens du FLE." Strasbourg, 2009. http://www.theses.fr/2009STRA1049.
The inference as an activity associated with the operation of reasoning is used, initially, in formal logic to describe the relationship between truth proposals. We also know that the facts of language are subject to the conditions of truth but this does reduce all to a strictly logical description. It is therefore necessary to consider the empirical situation in which language these events are produced and interpreted. Overall, one can consider the inference as an act of language that the performance involves the production of an utterance. It is true that when one meets a language and culture, we forget that beyond the formal elements of the language system is first language, i. E. The particular expression one or more language as understood by concrete subjects, which is located, translated as a social practice. Therefore, it is important to reiterate that the inference is one of the structural units most likely to report at once the language, rhetoric and logic of language as social practice first. Some forms of the inference as used in the French language and culture in the forms it takes in Korean language and culture we seemed to be interesting phenomena to serve as third-Taking in the events of language of linguistics and transculturality
Romeo, Silvia. "La construction de la représentation d'action complexe au cours du développement par la médiation des langues italienne et française : étude longitudinale." Paris 10, 2001. http://www.theses.fr/2001PA100073.
This longitudinal research, based on the natural discourse of an Italian French bilingual child in family interactions, follows a developmental, interactional perspective and a conceptual approach. Analysis is based on linguistic data taken from daily situations. Cognitif and linguistic development are considered in terms of the contribution of the coexisting Italian and French linguistic systems. We have considered language acquisition by the mediation of two first languages for the construction of the representation of complex actions, taken as integrating the notional fields of temporality , causal and goal relations. Two developmental stages are considered : from 2 to 3;3 and from 3;4 to 4;9. At the first stage we see the gradual construction of the semantic roles of agent, patient, and instrument and of the categories of state, action and event as related to temporal, causal and goal relations. These relations develop in the second stage "transformational system" organisations. First stage results confirm the general hypothesis that the acquisition of two first languages is a semantic and formal factor of organisation, as based on a more complex anchoring points than first language acquisition. Second stage results show that child productions, as linearization of hierarchical series of actions of a high degree of temporal granularity, reveal an on line planification, as founded on a scheme of complex action representation. We have taken into consideration the role of two first languages in the organisation of knowledge and the way of structuring it
Šmilauer, Ivan. "Acquisition du tchèque par les francophones : analyse automatique des erreurs de déclinaison." Paris, INALCO, 2008. http://www.theses.fr/2008INAL0019.
The object of this thesis is the automatic analysis of errors made by French-speaking learners in declension exercices in Czech. Our work presents the conception and realization of a platform of computer-assisted language learing CETLEF, featuring on-line fill-in-the-blank exercices with feedback on errors. This device can also be useful in the collection of learner production samples in the context of research into second langauge acquisition via error analysis. CETLEF, consisting of a relational data base and author and learner interfaces, rendered necessary the definition of a model for declension in Czech. This model contains a detailed classification of the paradigms and rules for the realization of vocalic and consonantal alternations. It enables the morphological annotation of required forms, the didactic presentation of the morphological system of Czech on the learning platform, as well as the realization of a procedure of automatic error diagnosis. Diagnosis is carried out by the comparison of an erroneous production with hypothetical forms generated from the radical of the required form and various haphazard endings. If a correspondence is found, the error is interpreted according to the differences in the morphological features of the required form and the hypothetical form. An appraisal of the diagnosis of the productions collected on CETLEF shows that the vast majority of errors can be interpreted with the aid of this technique
Woerle, Jutta. "Kommunikationsstrategien und Anzeichen für Sprachbewusstheit von Kindern beim Französischlernen in einer Kindertagesstätte in der Rheinschiene." Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAC017.
European Commission promotes language learning and linguistic diversity as main objectives of European policy. The Action Plan 2004 – 2006 points out that it is a priority for Member States to ensure that language learning in kindergarten and primary school is effective. The implementation of the Orientierungsplan für baden-württembergische Kindergärten in 2009/10 opens new possibilities of early language teaching.Up to now we can only find global studies about mostly the exterior conditions of early language teaching in south west of Germany. The effects that would and could be reached by second language acquisition (L2) in early childhood are not yet analysed. There are no detailed scientific results concerning the development of communicative competence. The communication strategies used by very young children and their rising language awareness with French as Foreign Language are not yet described. The present study closes this gap.The main goal of the evaluation is the long-term research with the help of appropriate instruments under the specific institutional conditions. The chosen method is a video-based language acquisition research with the communication- and task based testing called SE FRÜH Sprachstanderhebung Frühsprachen. It allows to evaluate the communicative competence in form of communication strategies and metalinguistic behavior (language awareness).The data are collected in a Kindergarten close to French border where children are brought in touch with the language of their neighbor. Participated in 2007/08: 10 children (5-6 years), in 2008/09: 30 children (16: 5-6 years; 14: 4 years) and in 2009/10: 11 children (5-6 years / already evaluated when 4 years. Exemplary findings can be presented (exemplary film sequences). [...]
Al, Aisri Amur Mohamed Amur. "L'Enseignement du langage dans les écoles maternelles au Sultanat d'Oman." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENH030/document.
The objective of this thesis is to provide an inventory of practices and teaching conditions to identify the effects of education on language acquisition and to evaluate the effectiveness of the Omani system for kindergartners. the first part of the thesis presents a theoretical reflection on teaching in nursery schools in the world and particularly in Oman. The second part includes two empirical studies : the first is a survey made a general analysis of the education system for Omani kindergartens, using questionnaires to teachers (n = 429 ) , supervisors (n = 34) and administrative staff(n = 100 ) in 100 kindergartens in 10 regions of the country; the second consists of observations of language teaching practices in Omani kindergartens. Observation grids were carried out to analyze the language-teaching activities (n = 50 classes in 50 schools in 6 regions). Students (n = 475 ) were evaluated in language by pre-and post - tests. The results show that the Omani preschool welcomes 3 years old children have features construction and development as well as a pupil / teacher ratio rather good but negative points are noteworthy. Kindergartens are private and charges, do not facilitate access to education. In schools , parent associations are either absent or inactive , linked perhaps with a low cultural and educational level of parents, despite their high socio -economic level. Moreover, two languages (Arabic and English) are teached, following a guide from the Ministry of Education, but there is no common program to all kindergarten schools. Most teachers have a low degree and lack of training. The results of the observation grid highlight ten types of activities that are defined from the point of view of their content in relation to language learning. The practice of language activities spends most of the time by lecturing and takes place in a collective fashion contrary. In addition, the results to pre-and post- test, show firstly the scores change more strongly in LAC (language comprehension skills) but also existing in LAS (phonological awareness skills) and LALE (reading-writing Skills) between the pre-and post –test. In the multilevel analysis, the relationship is not the same between the pre and post- test in all schools. Pretest explains very little of both inter-individual variations that variations between classes and there are many differences between schools and between students. It appears that there is no influence of the variables "gender and years of schooling" and "characteristics of teachers" (qualification and experience). As against, there is a «region " effect. It also appears that the influence of management type mode of conduct (TM, TCM) is stronger than the method (implicit, explicit and masterful), which is stronger than the manner of conduct (individual and collective). Note that in the method and mode of conduct, values relating to the activities of code are better than those relating to the meaning. Variables that have emerged as effective in language learning are implicit sense, code -TCM, TCM sense and collective sense and Omani preschool system would benefit from their inclusion. In addition the recent training has a significant effect (efficacy teachers is higher for those who have benefited)
Sockett, Geoffrey. "Contribution à la définition des stratégies d'apprentissage : acquisition des langues étrangères : application à un public d'élèves ingénieurs apprenant l'anglais." Nancy 2, 1997. http://www.theses.fr/1997NAN21031.
The work is divided into three sections. In the first part, the development of research in the field of learning strategies is described. This description retraces the main discoveries made by specialists in the field of didactics as well as that of cognitive psychology. Comparative studies of these two fields are also described. Starting from these observations, in the second section, a theoretical framework for learning strategies is proposed. The work of J. R. Anderson (1980, 1983) in the field of cognitive psychology, whose ACT model describes the automation of knowledge, is used as a basis. The similarities are pointed out between learning strategies and the cognitive mechanisms of automation which Anderson describes and which are divided into three phases, declarative, associative and procedural, each phase corresponding to a stage in the acquisition process. The descriptions of these mechanisms enable a classification of learning strategies to be developed according to the level of the learner. This is the first classification of learning strategies produced onomasiologically, that is to say, using a theoretical model. In the third part, a verification of this classification is described, based on the observation of learners of different language levels. A study of existing methodologies first enabled the most effective combination of methods to be determined. The data obtained was analyzed using a statistical method, which is the only approach allowing the frequency of the use of different strategies by two groups of learners to be determined. The main conclusions of this study confirm the classification developped in this research
Langlois, Marie-Joëlle. "Le développement du langage à travers les activités mathématiques déployées dans les manuels scolaires au primaire." Master's thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/25946.
Anane, Bahroun Chiraz. "Appropriation du discours narratif en langue maternelle et en français par des élèves tunisiens appartenant à deux environnements d'apprentissage : étude longitudinale." Paris 10, 2005. http://www.theses.fr/2005PA100001.
The french language is spoken in Tunisia as a second language or a foreign language. This variable status is the origin of a heterogeneity of the linguistic passage of young french learners moving to an institutional learning of this language. In this study we explored young learners belonging to different learning enviroments (rural / urbain) from the 4th to the 6th primary levels. We have adopted a functionalist and a conceptual approach to analyse some narrations produced from iconic figures. Three domains were explored : the narrative macrostructure, the representation of complex events and the development of temporality. Some narrations produced in tunisian arabic have been told by the same pupils in order to evaluate their cognitive and linguistic development in their mother tongue. The results have shown that both groups learners who have the same cognitive age produce toles in mother tongue nearly similar. Nevertheless, the narrative productions in french language through different levels. However, these improvements are more important and obvious in rural learners
Dodane, Christelle. "La langue en harmonie : influences de la formation musicale sur l'apprentissage précoce d'une langue étrangère." Besançon, 2002. http://www.theses.fr/2003BESA1007.
Paris, Justine. "Lumière sur le développement de la production de langage non-littéral en L2. Pour une comparaison avec l'acquisition des langues maternelles." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA138/document.
Research has shown that non-literalness is pervasive in language and that it is not always an ornamental device (e.g. to invest time in something, to be in love, the leg of a table, etc.). Metaphor permeates our way of thinking (Gibbs, 1995; Gibbs and Tendahl, 2006; Lakoff and Johnson, 1980) and serves a wide variety of discursive functions (Cameron, 2003; Charteris-Black, 2004; Müller, 2008; Steen, 2008, 2011, 2013). In the light of these findings, I propose to examine non-literal language from a second language acquisition perspective, as we know that language learners struggle to develop a successful command of the conceptual and figurative system of their L2 (Andreou and Galantomos, 2009; Irujo, 1986; Cooper, 1999; Danesi, 1992, 1995). Besides, even if recent studies have started to document L2 metaphorical performance (Littlemore et al., 2014; McArthur, 2010; Nacey 2009 and 2013), little is known about the way it actually develops across learning stages. As an attempt to bridge this gap, I propose a comparative study of figurative language development in first and second language acquisition. To get a preliminary picture of the use of non-literal language by native English-speaking children and French learners of English, I analyse the discourse of a young English child aged 1 to 4 using the Forrester Corpus available on the CHILDES database (MacWhinney, 2000), and I investigate essays written by French university students majoring in Arts and learning English as a second language. Then, I propose an L1/L2 comparative study where I analyze semi-guided interactions taking place between native English-speaking children (aged 7, 11 and 15), French learners of English (in their first year of high school, first year of B.A. in English studies and last year of M.A. in English studies), as well as native English-speaking adults. The results of this PhD project revealed many similar aspects in the figurative productions of native English-speaking children and French students. One of the main differences between the two groups is related to the amount of figurative forms produced, which increases across ages in children’s discourse while remaining constant in learners’ discourse. Another important difference is the amount of conventional figurative forms produced; they increase across learning stages in the learner’s production but remain constant in the children’s. Lastly, I observed a large amount of deviant figurative forms in the leaner’s productions, mainly resulting from L1 transfers and lexical overextensions. Taking into account these observations, implications for teaching are presented
Normand-Marconnet, Nadine. "L'auto-évaluation : évidence, défi ou utopie ? Vers une nouvelle relation enseignant-enseigné mettant en jeu les variétés de contexte et de culture éducative : le cas de l’Iran." Le Mans, 2008. http://cyberdoc.univ-lemans.fr/theses/2008/2008LEMA3005.pdf.
How self-assessment methodology is supporting the development of learner autonomy philosophy and how does it fit in the current « learning to learn» trend? Our study will be based on the concepts of interaction, scaffolding and habitus as framing elements, extracted from interactionist and socio-cognitive approaches applied to the field of teaching and learning languages. From field work conducted in Iran based on ethnographic methodology, we assume that if, in a context of education as it operates in Iran, an innovative concept as self-assesment only consists of implementing tools without taking in account the representation of the actors, then it will maintain culturally rooted practices, despite the positive sense openly accepted of using imported teaching methodology. Combining quantitative and qualitative analysis, our research relies on data collected through questionnaires and interviews, in order to enable us to propose a model of analysis and intervention in the field of teacher training
Derkx, Valérie. "L'intuition en sciences du langage : de l'énonciation à la grammaticalité des énoncés." Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040143.
This work claims that intuition takes part in the acquisition of knowledge and, in particular, in the appropriation of a natural language such as French as a foreign language. First, it deals with the epistemological aspect of intuition, by attempting to show the importance of this notion in various scientific fields such as psychology, mathematics and philosophy. The aim is to determine the intrinsic characteristics of intuition, such as immediacy, inexplicability, insurance, perceptual judgment, listed patterns, etc. Secondly, language sciences are holistically examined and, more specifically, linguistics and didactics, aiming to observe the essential role intuition plays within it. The distinctive features established in the first part enable to test their relevance to the linguistic and didactic concepts. This leads to the conclusion that intuition takes part in the faculty of language and facilitates the appropriation of any natural language while appearing on all linguistic levels. Being multiform and variable in scale and scope, intuition appears as the capacity to judge the grammaticality and/or the acceptability of a linguistic particle without any conscious use of language knowledge. Therefore, intuition is an unconscious cognitive mechanism that serves to recognise and to (re)build the language patterns, relying on observation and experience, in order to enrich a repertoire of language patterns. It is through this cognitive mechanism that intuition fully participates in the acquisition of knowledge, including the appropriation of a natural language
Courally, Sylvie. "Concevoir un instrument didactique pour l'enseignement du français langue de scolarisation." Clermont-Ferrand 2, 2007. http://www.theses.fr/2007CLF20003.
Volteau, Stéphanie. "Les reformulations orales dans des interactions didactiques au cycle 3 de l'école primaire : formes et fonctions des reformulations d'une enseignante expérimentée et d'une enseignante débutante dans une classe de CM2." Toulouse 2, 2009. http://www.theses.fr/2009TOU20073.
Within the teaching interaction framework, the objective of our study is to describe the linguistic forms and functions of teachers' rephrasings in oral interactions in the third cycle of primary school. The application of Gülich and Kotschi's linguistic model (1987) of the rephrasing reveals its functioning in teaching interactions. The corpus which we propose to analyze consists of eight sessions, with different teaching objects, recorded in two CM2 classes, one led by an experienced teacher and the other one by a novice teacher. Rephrasings are an integral part of the construction of knowledge in class. They play a different role according to the subjects being taught. In learning situations, rephrasings aim towards a precise target, they allow the validation or problématisation of the pupils' statements. The analysis of this teaching interactions corpus confirms the linguistic model that was constructed to give an account of this linguistic phenomenon and may claim to refine the initial model by adding new rephrasing categories. The analysis of rephrasings of two teachers enables specification of the rephrasing functions, as well as bringing out invariant characterictics of the teaching interactions
Ly, Thi Hong. "Langue et culture : quels questionnements pour les classes bilingues au Vietnam ?" Rouen, 2002. http://www.theses.fr/2002ROUEL425.
The learning of a foreign language has an educational, cultural and political object. In other words the language dimension contributes a great deal in the shaping of the cultural identity of a single human being as well as a whole community. Therefore, questions such as problems relating to the transmission of cultural values can be raised : what is the importance of culture in the foreign language course ? Can we teach the language as culture in itself ? After having raised these questions in the present piece of work, we will try to bring answers basing on a group of Vietnamese children (from 9 to 11) as a sample. As we drew a parallelism between our work and theories on the relationship between language and culture, bilingualism and biculturalism, we tried to point out that the acquaintance withn a foreign language facilitated the contact with the other and with the person himself all for a double cultural heritage. From a ethical point of view , this intercultural exchange functions as a call for everybody to distance themselves from their ego to go and find the other. Beyond the need to recourse to alterity in the teaching , a number of questions of institutional term and the way to talk it are saised. For instance what is the role of school in the building of representation of children , the consideration of childhood culture and the teacher's cultural skills. So many questions that are being largely issued nowadays in several fields of research in human and social sciences
Perez-Bettan, Annie. "Apprentissage et utilisation du langage préfabriqué chez des apprenants de français langue étrangère." Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080082/document.
This thesis focuses on formulaic language in French as a Second Language (FSL) learners’ spontaneous spoken narratives. Formulaic language is made of multi-word units which are often perceived and used as simple lexical units. ESL studies have shown that even at advanced levels the command of formulaic language can be poor. The purpose of this thesis is twofold. First we intend to examine the evolution of formulaic language among FSL learners, and then the importance of formulaic language in learners’ fluency. Seventeen learners divided into three levels were asked over a period of six months to produce two oral narratives based on a cartoon and a silent film. Their narratives were recorded and transcribed as time 1 and time 2. The formulaic language which was found in the oral productions was identified according to linguistic and psycholinguistic criteria : phonological coherence, syntactic complexity, semantic opacity, frequence and systematicity of idiosyncratic errors and deviant items. The fluency was evaluated by means of four “classical” measurements : speech rate, length of run, rate of articulation, phonation time. Our analyses show that there are individual differences among subjects and that it is difficult to draw comprehensive conclusions. Yet, the results show a steady improvement in formulaic language among beginners, both quantitatively and qualitatively. Indeed, learners can rely on formulaic sequences to gain fluency and this in different manners. Formulaic sequences improve the speech run by making it longer and more complex. They can be used as strategies of compensation and planification of speech
Grah-Gasso, Béatrice. "Relation entre les attitudes des parents et des enseignantes envers le français et les langues nationales ivoiriennes, et la compétence en français des enfants d'âge préscolaire en Côte d'Ivoire." Master's thesis, Université Laval, 1986. http://hdl.handle.net/20.500.11794/29229.