Le métalangage grammatical du français dans les classes tunisiennes : le cas de la notion de complément

Abstract : The present thesis about the metalanguage of the grammar of French falls into a wide framework which concerns the fields of morphosyntactic linguistics, acquisition, didactics and pedagogy. From the didactic point of view, we selected a socioconstructive perspective which is then adapted to a work on metacognition. As for the pedagogical level, our objective is to analyse the metalinguistic verbalizations of the pupils of Tunisian middle school in their analysis of the function Complement. Our research option being mainly the interactions in a class of grammar and the dynamics of coconstruction and metalinguistic negotiations rather than the operations of propping up with pupils, aims to be a study of the problems generated by the complex articulation of metalanguages which stem from schools of grammar of reference and educational grammar from textbooks and instructors and those of the internal, unconscious and heterogenous grammar of the Tunisian pupil. Otherwise, the articulation overlaps between the grammar ofhis first language of schooling, in this particular case Arabic Lg 1 (subject to the same problems) and the grammar of French Lg 2, consistently his interlanguage. In the end, our work which aims at the construction of grammatical concepts negotiated with pupils for an effective and efficient linguistic verbalization (biméta) proceeds in the following way: we use a corpus which is based on questionnaires and class observation in which teachers use sequences of grammar inserted into learning modules and which contain educational gramma A diagnostic phase intends to reveal, then, the tracks of a grammar under construction mainly by focussing on pupils' mistakes through tests prepared for that purpose and peer and teacher exchanges which aim at determining the metalinguistic and metacognitive profiles of pupils. A second phase sets up the device of negotiation of the concept of complement in terms of evolution of the used strategies. The analysis is based on a comparison of the complementation in Arabic and in French through which the interactions bimétalanguagieres and the negotiation of the terms and the rules are analysed.
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Najet Fadhlaoui. Le métalangage grammatical du français dans les classes tunisiennes : le cas de la notion de complément. Linguistique. Université Sorbonne Paris Cité, 2016. Français. ⟨NNT : 2016USPCA100⟩. ⟨tel-01542415⟩



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