Rôles du locuteur natif en apprentissage autodirigé : analyses de conversations natif / non natif à distance, dans un dispositif de formation en Français Langue Étrangère

Abstract : This thesis concerns native speakers' intervention in a system of self-directed learning for the training of future teachers of French foreign language. The stake is to study the modalities of native speakers' intervention, the help which they bring, the way they proceed to help the learners to complete their learning program. We also study the possibility of bringing in them at a distance by experimenting a device of conversation between native and not native speakers in video conference. The analysis of these exolingual conversations is situated between the interactive analysis; and of the interactional linguistics. From a methodological point of view this thesis leans on a qualitative approach and favors the use of the semi-directive interview and the analysis of exolingual conversations, the corpus consists of two conversations with designers of devices, and ten conversations between natives and nonnatives speakers in video conference. We analyze some linguistic aspects such as: the management of the themes; the management of the interaction, the negotiation of sense; and didactic aspects such as, the learning strategies and the roles of the native speaker: linguistic and cultural informant and communication partner. In our context of self-directed learning, the remote conversations between native and nonnative speakers are mainly introduced by the nonnative speakers. The conversations countain several moments of meaning negotiation, reformulations, and requests of clarification which allow the nonnative speakers to learn. These moments also allow the native speakers to play their roles by using either the verbal language or the non verbal language. The results of the experiment allow to notice that the video conference presents no inconvenience to the realization of conversations aimed at language learning in self-directed learning context
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Jacinto Cipriano Banze Junior. Rôles du locuteur natif en apprentissage autodirigé : analyses de conversations natif / non natif à distance, dans un dispositif de formation en Français Langue Étrangère. Linguistique. Université de Lorraine, 2015. Français. ⟨NNT : 2015LORR0228⟩. ⟨tel-01754593⟩

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