Skip to Main content Skip to Navigation
Theses

La conversation didactique, instrument et source d'altérité : approche pragmatique de la proximité socio-cognitive des interlocuteurs en séance de langage à l'école maternelle

Abstract : Trying to understand the weak oral contribution of some children during the language sessions at the nursery school, we consider the production's conditions about language acts favouring an ethnomethodological approach. The pragmatic, specified as cognitive, social and cultural study of communication, proposes a theoritical support being convergent and operational with this approach : the interlocutionary logic. It enables partly to clarify the complex connections between the signification of utterances and their production context. Furthermore, it shares in common with interaction theories of human development, which we refer to, a deeply social conception of the sign. Noting that many children were silent during the language sessions but not in each educational situation, we put forward the hypothesis that the talkative withdrawal can be a suited answer to a bad interunderstanding. It is precisely this degree of interunderstanding we intent to measure from one hand, to understand on the other hand. The thesis we defend is the following : The language sessions can be considered as a place for social and cognitive contribution between teacher and children. The quality of this contribution depends partly on the sharing degree of their perceptions. This sharing can be assessed thanks to some pragmatic intersubjective indicators. It changes according to the social identity and to the interlocutors' experience in conversation.
Document type :
Theses
Complete list of metadata

https://hal.univ-lorraine.fr/tel-01776504
Contributor : Administrateur Du Ccsd Connect in order to contact the contributor
Submitted on : Tuesday, April 24, 2018 - 4:01:50 PM
Last modification on : Thursday, April 26, 2018 - 1:28:06 AM
Long-term archiving on: : Wednesday, September 19, 2018 - 3:37:53 PM

File

2001NAN21027.pdf
Files produced by the author(s)

Identifiers

  • HAL Id : tel-01776504, version 1

Collections

Citation

Gilles Spigolon. La conversation didactique, instrument et source d'altérité : approche pragmatique de la proximité socio-cognitive des interlocuteurs en séance de langage à l'école maternelle. Psychologie. Université Nancy 2, 2001. Français. ⟨NNT : 2001NAN21027⟩. ⟨tel-01776504⟩

Share

Metrics

Record views

128

Files downloads

81