Adulte etranger et situation didactique. Approche d'un parametre de la communication : l'implicite discursif
Institution:
Toulouse 2Disciplines:
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Abstract EN:
Our personal experience of teaching and the learning difficulties of students constitute the departure point for this peice of research. Simple statements in everyday conversation often make use of an additional unspoken set of meanings which remain beyond the grasp of foreigners (adults) ; even when their command of french is good. After a preliminary enquiry, we carried out a comparative study on two groups of foreign students of french - well advanced and advanced levels - against a french control group. Our initial objective was not to understand the how or why but to detect what the foreigner fails to comprehend. The corpus obtained shows an incomplete perception of the conventional signs allowing the choice of behavioural strategies, which, in dialogue, are converted into the appropriate verbal symbols. The identification of these strategies is necessary for the acquisition of the appropriate verbal symbols and the recognition of conventional signals. These findings lead to our main hypothesis. Linguistic apprenticeship is dependant on the relationship with the interlocutor (french) and not entirely on scholarly attainement. If there is an association, it is obviously dual : the relationship between native french and foreigner is all-pervasive and varied whereas, in contrast, between teacher and pupil it is specific and limited. We have therefore tried to describe and define the experience of foreigners in france and to determine what the french language and its apprenticeship implies. Thus we arrive at the idea the learning process profoundly transforms the forei- gner who thereby comes to understand better french society ; from which arises the question of the basis of the teacher-pupil interaction - what can be actually proposed ? inspired by the "tetrahedra" of morin, we have placed our reflexion against a background of dynamic "tetrahedral" systems within the context of "active-research" in french as a foreign language.
Abstract FR:
A l'origine de cette recherche, notre pratique d'enseignante en francais langue etrangere et un manque a apprendre de nos etudiants : l'implicite discursif, dimension quotidienne de la communication, exprime generalement par des enonces apparemment simples, demeure difficilement accessible a des etrangers, adultes, meme si leur niveau de francais est juge tres fort. Nous realisons, apres pre-enquete, une etude comparative entre trois groupes (etrangers forts, tres forts, francais temoin). Notre objectif immediat n'est pas de comprendre pourquoi ou comment, mais de pointer ce que l'etranger ne comprend pas. Le corpus obtenu montre une perception lacunaire d'indices conventionnels permettant le choix de strategies de comportement qui se transforment au moment de l'echange linguistique en symboles verbaux appropries. En consequence, l'appropriation de ces derniers passerait par le reperage de strategies, et donc, la reconnaissance d'indices conventionnels. Ces constatations amenent a ce qui represente notre hypothese principale : ces apprentissages dependent de la relation a l'autre, enseignant, francais, et non uniquement d'une transmission cognitive ou rationnelle. S'il y a relation, elle est evidemment duelle : francais-etranger. Or, dans le cadre de notre problematique, la relation de l'etranger au(x) francais est diversifiee, omnipresente, tandis que la relation de l'enseignant a l'apprenant etranger est specifique, ponctuelle. Aussi tentons-nous de decrire et definir la realite d'un etranger en france, de determiner ce que le francais represente et son apprentissage implique. Apparaissent ainsi les notions de formation transformation de la personne par apprentissage de la langue, et donc de la societe ; d'ou, remise en question de la relation enseignant enseigne. Mais. . . Que proposer concretement ? nous inspirant du tetralogue de morin, nous organisons notre reflexion dans des ebauches de boucles tetralogiques dynamiques dans une perspective de rechercheaction en francais langue etrangere.