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Rôle des facteurs de variabilité culturelle et linguistique dans la compréhension et le rappel de textes en langue seconde. Vers une didactique cognitive des aides à la compréhension en milieu diglossique

Abstract : The cognitive psychology of text comprehension has insufficiently investigated the influence of cultural and linguistic contexts in studies on recall and hypotheses of text comprehension. In a globalised world where NTIC are widespread, the text has become a common vector of exchange and for the construction of knowledge. Context should consequently be considered (Tait and Mills, 2003) in text analysis theoretical frameworks and methodological paradigms, as well as in the development of an intercultural cognitive didactics of text comprehension.
Moreover, difficulties in text comprehension are often attributed to student cognitive dysfunctioning, but not to ethnocentered learning models that do not integrate cultural and linguistic contexts of learners. This has often resulted in a distancing between the contexts where these models were conceived and the space where they are applied, further causing difficulties in the cognitive, didactic and content domains. This is why the purpose of this dissertation is to explore the analysis of processes that lead to the reduction of this distancing phenomenon, through the examination of contexts as important factors in text comprehension activity.
Using three cognitive psychology experimental studies on text comprehension, the present analysis focuses on the influence of the cultural context on comprehension in a situation of dyglosia. Results from the first study confirm the influence of the cultural context. This finding has led to the investigation of other factors in the two other studies. The second study focuses on causal linkages or connectors in the text comprehension and production. The third study is explored the role of the oral cultural tradition. On the whole, the results of the three studies point to a cultural context effect from both reader and text perspectives. This reality determines comprehension activity in a plurilingual situation, and opens new avenues for designing a didactics of cognitive comprehension and production, particularly in situation of dyglosia.
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Submitted on : Monday, October 23, 2006 - 4:11:19 PM
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Carole Mbengone. Rôle des facteurs de variabilité culturelle et linguistique dans la compréhension et le rappel de textes en langue seconde. Vers une didactique cognitive des aides à la compréhension en milieu diglossique. Interface homme-machine [cs.HC]. Université Paris VIII Vincennes-Saint Denis, 2006. Français. ⟨tel-00109051⟩

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