Complexité des discours d'apprenants et des tâches en classe d'anglais

Along with fluency and accuracy, complexity is one of the three parameters used by psycholinguists to assess spoken learner language. My first hypothesis is that it is necessary to combine interactional, morpho-syntactic, discursive and lexical measures to account for learner discourse complexity and it was tested on a corpus of oral interactive productions in English by high school students. This quantitative approach was completed by a qualitative study of the relationships between discourse complexity and task cognitive complexity in order to identify the factors of variability in a communicative context.Avec la fluidité et l'exactitude, la complexité est l'un des trois paramètres d'évaluation des discours oraux d'apprenants de LE. Ma première hypothèse est qu'une combinaison de mesures interactionnelles, morphosyntaxiques, discursives et lexicales est nécessaire pour rendre compte de la complexité discursive et elle a été testée sur un corpus longitudinal de productions orales interactives en anglais d'élèves de lycée. L'évaluation quantitative fut suivie d'une analyse qualitative des relations entre complexité des productions orales et complexité cognitive des tâches pour mieux cerner les facteurs de variabilité en situation de communication. Abstract Along with fluency and accuracy, complexity is one of the three parameters used by psycholinguists to assess spoken learner language. My first hypothesis is that it is necessary to combine interactional, morpho-syntactic, discursive and lexical measures to account for learner discourse complexity and it was tested on a corpus of oral interactive productions in English by high school students. This quantitative approach was completed by a qualitative study of the relationships between discourse complexity and task cognitive complexity in order to identify the factors of variability in a communicative context

Lexical complexity: Metaphors and collocations in native, non-native and bilingual speech

International audienceThis paper reports on a study of metaphorical speech produced by forty native, non-native and bilingual students from University Paris-Diderot expressing themselves in English and in French. A corpus of spontaneous reactions to works of art was collected within the framework of Emphiline, an interdisciplinary project exploring the expression of surprise and associated emotions. Recent studies have bridged the gap between the Cognitive Linguistics definition of conceptual metaphor and literary stylistic approaches, pointing out strong links between idioms and metaphoricity. This research highlights invariant semantic and functional characteristics irrespective of the participants' status as well as individual linguistic variations and a cline in lexical complexity. Natives, bilinguals and learners with sustained exposure to English as a foreign language are more metaphorically proficient than academic advanced learners. Natives and bilinguals prove creative while learners tend to produce repetitive adjectival forms and conventional collocations. Awareness activities are suggested to boost metaphorical competence. Keywords Metaphorical proficiency-natives, bilinguals and learners-surprise and emotions-works of art

Assessing Advanced EFL Students' Proficiency at Producing Affect- laden Discourse

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Lexical Complexity: Metaphors and Collocations in Native, Non-Native and Bilingual Speech

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Assessing Advanced EFL Students' Proficiency at Producing Affect- laden Discourse

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Complexité des discours d'apprenants et des tâches en classe d'anglais

Along with fluency and accuracy, complexity is one of the three parameters used by psycholinguists to assess spoken learner language. My first hypothesis is that it is necessary to combine interactional, morpho-syntactic, discursive and lexical measures to account for learner discourse complexity and it was tested on a corpus of oral interactive productions in English by high school students. This quantitative approach was completed by a qualitative study of the relationships between discourse complexity and task cognitive complexity in order to identify the factors of variability in a communicative context.Avec la fluidité et l'exactitude, la complexité est l'un des trois paramètres d'évaluation des discours oraux d'apprenants de LE. Ma première hypothèse est qu'une combinaison de mesures interactionnelles, morphosyntaxiques, discursives et lexicales est nécessaire pour rendre compte de la complexité discursive et elle a été testée sur un corpus longitudinal de productions orales interactives en anglais d'élèves de lycée. L'évaluation quantitative fut suivie d'une analyse qualitative des relations entre complexité des productions orales et complexité cognitive des tâches pour mieux cerner les facteurs de variabilité en situation de communication. Abstract Along with fluency and accuracy, complexity is one of the three parameters used by psycholinguists to assess spoken learner language. My first hypothesis is that it is necessary to combine interactional, morpho-syntactic, discursive and lexical measures to account for learner discourse complexity and it was tested on a corpus of oral interactive productions in English by high school students. This quantitative approach was completed by a qualitative study of the relationships between discourse complexity and task cognitive complexity in order to identify the factors of variability in a communicative context

L’Expérience psycholinguistique de la surprise : entre déconnexion et reconstruction dans Natalie DEPRAZ etClaudia Serban (dir.), La Surprise à l’épreuve des langues, Partie I, III, Paris,Hermann : 59-76

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Learners of English and Conversational Proficiency

International audienceThis study focuses on the inter-relatedness of fluency and complexity as explanatory factors and criteria for the assessment of conversational proficiency within the framework of two current cognitive models. It has been carried out on a cross-sectional corpus of 28 one-to-one conversations between native English teaching assistants and French English as Foreign Language (EFL) university students from the DIDEROT-LONGDALE project

Assessing Conversational Proficiency: a longitudinal study of learners of English engaged in communicative tasks

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L’Appréciation et sa verbalisation en langue étrangère

International audienceWhat connections can be made between appraisal as a cognitive process mixing emotions, cognition and discourse, and the learning of English as a Foreign Language? This corpus study explores the hypothesis that tasks involving affective and aesthetic appreciation contribute to building the spoken discourse competence of advanced learners of English to the same extent as training activities in rational argumentation, predominant in secondary schools and university learning practices.Quels liens peut-on établir entre l’appréciation, processus cognitif qui mêle émotions, cognition et discours, et l’apprentissage de l’anglais langue étrangère ? Cette étude de corpus explore l’hypothèse que des tâches communicatives qui font appel à l’appréciation affective et esthétique contribuent à développer la compétence discursive d’apprenants d’anglais avancés au même titre que l’entraînement au discours argumentatif encore dominant dans les textes officiels français et les pratiques d’apprentissage de langue étrangère dans l’enseignement secondaire et supérieur