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Le discours explicatif de l'enseignant en classe de langue Contextes interactionnels et processus cognitifs

Abstract : This research finds its origin in the difficulties encountered by all teachers when explaining in classrooms of French as a Native Language or French as a Foreign and Second Language. As the teacher's oral explanatory discourse has not yet been the subject of comparative studies involving these two domains, we have collected corpora of oral pedagogic discourses in classrooms of native early learners (French secondary schools) and foreign young adults (B1-B2 level in homoglot environment). Thus, this thesis aims to present an experimentation methodology for examining the teacher's explanatory discourse by using the cognitive-didactic approach along with interactional linguistics' concepts and lexicosemantic tools. Initially, we will define explanatory discourse in general, as well as vocabulary teaching in context, in particular to non-beginners. Then, by applying our specific observation methodology, we will analyze explanatory discourse functioning in interactional context and will identify various teachers' explanatory techniques aiming the vocabulary comprehension. Furthermore, we were interested in learners' comprehension of lexical explanations. The impacts of our study could be involved in teacher training programs by drawing their attention to the stakes of explanatory interactions at learners' acquisition of a new linguistic knowledge.
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Submitted on : Wednesday, October 6, 2010 - 12:06:40 PM
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Julie Rançon. Le discours explicatif de l'enseignant en classe de langue Contextes interactionnels et processus cognitifs. Linguistique. Université Toulouse le Mirail - Toulouse II, 2009. Français. ⟨tel-00523784⟩

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