Influence translinguistique et alternance codique en français L3

Cet article envisage l’acquisition du français L3 à la lumière du rôle joué par la L1 (japonais) et la L2 (anglais) chez des sujets guidés (université au Japon) peu exposés à la langue cible (LC). Des données transversales correspondant à 3 groupes de niveau ont été recueillies et analysées à partir d’une même tâche narrative (récit de film). L’étude des productions orales de ces apprenants se concentre ici sur les transferts lexicaux et les changements de code effectués en L1 et L2 dans la “transaction interactionnelle” avec l’allocutaire natif en L3. Les résultats montrent que les L1 et L2 ont un impact variable suivant le degré de maîtrise de la LC et qu’elles jouent des rôles différents dans la production en L3. De même, le transfert de connaissances antérieures de la L2 dépend du degré de compétence de l’apprenant dans cette dernière.In this article, we examine the acquisition of French as a 3rd language (L3) in light of the roles played by the L1 (Japanese) and the L2 (English) in the production of instructed informants (university in Japan) who have had little exposure to the target language (TL). Cross-sectional data corresponding to 3 levels were collected and analysed using the same narrative task (short-film retelling). The study of the learners’ oral productions focuses here on lexical transfers and code-switches in both L1 and L2 during the ‘interactional transaction’ with the native addressee in L3. The results show not only that L1 and L2 have a varying impact according to the learners’ level of proficiency in the TL, but also that the roles they play in L3 production differ. In the same way, the transfer of previous knowledge of the L2 depends on the learners’ competence in this language

Influence translinguistique et alternance codique en français L3

Cet article envisage l’acquisition du français L3 à la lumière du rôle joué par la L1 (japonais) et la L2 (anglais) chez des sujets guidés (université au Japon) peu exposés à la langue cible (LC). Des données transversales correspondant à 3 groupes de niveau ont été recueillies et analysées à partir d’une même tâche narrative (récit de film). L’étude des productions orales de ces apprenants se concentre ici sur les transferts lexicaux et les changements de code effectués en L1 et L2 dans la “transaction interactionnelle” avec l’allocutaire natif en L3. Les résultats montrent que les L1 et L2 ont un impact variable suivant le degré de maîtrise de la LC et qu’elles jouent des rôles différents dans la production en L3. De même, le transfert de connaissances antérieures de la L2 dépend du degré de compétence de l’apprenant dans cette dernière.In this article, we examine the acquisition of French as a 3rd language (L3) in light of the roles played by the L1 (Japanese) and the L2 (English) in the production of instructed informants (university in Japan) who have had little exposure to the target language (TL). Cross-sectional data corresponding to 3 levels were collected and analysed using the same narrative task (short-film retelling). The study of the learners’ oral productions focuses here on lexical transfers and code-switches in both L1 and L2 during the ‘interactional transaction’ with the native addressee in L3. The results show not only that L1 and L2 have a varying impact according to the learners’ level of proficiency in the TL, but also that the roles they play in L3 production differ. In the same way, the transfer of previous knowledge of the L2 depends on the learners’ competence in this language

Présentation

Cette livraison d’AILE rassemble des travaux concernant l’acquisition d’une troisième langue (ou langue 3), et contribue à mieux situer ce domaine de recherche relativement récent dans la Recherche sur l’Acquisition des Langues (RAL). Nous adoptons ici la terminologie proposée par Williams et Hammarberg (1998) et précisons que la numérotation 1, 2, 3 concerne l’ordre chronologique d’acquisition des langues concernées, et non le degré de compétence du locuteur dans ces langues. Le terme ’langu..

Présentation. — Le paramètre temporel dans le développement langagier : implications didactiques et pédagogiques

Bailly rend compte dès 1997 d’une différence entre, d’une part, une didactique institutionnelle qui transparait dans les instructions officielles, les prescriptions des manuels et la formation continue des enseignants et, d’autre part, une didactique de la recherche, donnant lieu à la publication de thèses et d’articles. Cette évolution a conduit à envisager sous des angles différents les questions afférentes aux champs de l’enseignement et de l’apprentissage des langues. C’est notamment le c..

Former à une approche inductive de l’enseignement de la grammaire.

Cet article présente les résultats d’une recherche-action menée au sein du Master FLE de l’Université de la Sorbonne Nouvelle – Paris 3 consacrée à la formation des futurs enseignants de FLE. Travaillant à partir d’un corpus constitué d’écrits produits par les étudiants de Master tout au long de leur formation, nous cherchons à observer le processus de professionnalisation à l’œuvre chez les étudiants : en analysant les traces potentielles d’appropriation et les obstacles que les étudiants rencontrent, nous étudions notamment comment ils s’approprient et mettent en œuvre les savoirs et savoir-faire liés à l’approche inductive de la grammaire.This paper presents the results of an action research carried out within the Master’s degree course in French Second Language Teacher Education on offer at University of Sorbonne Nouvelle – Paris 3. Based on a corpus of written papers produced by Master degree students at different times during their training, we aim at observing the professionalization process that students undergo. Through the analysis of potential traces of acquisition and obstacles that students may encounter, we study, among other aspects, how students acquire and implement the knowledge and skills involved in the teaching of grammar through an inductive approach

Interpreting language-learning data

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation

Interpreting language-learning data

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation

Interpreting language-learning data

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation

Interpreting language-learning data

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation

Interpreting language-learning data

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation