The recently established National Assembly for Wales (with the vision of a “truly bilingual Wales”) and bilingual schools are but two major sites in which bilingualism is reconstituting and repackaging Welsh. By close examination of the discourse(s) of language policy texts, the public discourse of one bilingual secondary school and the discussions of four focus groups composed of pupils from the same school, this study identifies three types of discourse which are particularly salient in contemporary Wales: a globalising discourse, a nationalist discourse and an ecology-of-language discourse. By collating the data from focus group discussions, language use questionnaires and language diaries, this study also identifies three categories of bilinguals based on their reported language use: Welsh-dominant bilinguals, English-dominant bilinguals and ‘floaters’ (balanced bilinguals). These three categories correlate with how individuals discursively construct Welsh and bilingualism. However, the medium of the focus group discussions (English or mixed-medium Welsh) correlates more closely with the category that is dominant in each focus group. With performativity theory as a framework, bilingualism is to be seen as a dynamic phenomenon, which is constantly being performatively (re)constituted through the situated practices of bilinguals. In short, this study examines how bilingualism in Wales is being performed, i.e. both how it is discursively constructed by various players in various sites, and how it is formed through everyday bilingual practices, not least those of young people in bilingual education. / Den nyetablerade rådsförsamlingen National Assembly for Wales (med en vision om ett ”verkligt tvåspråkigt Wales”) och tvåspråkiga skolor utgör två av de viktiga arenor där tvåspråkighet omstöper och ompaketerar walesiskan. Genom en närmare granskning av diskursen i språkpolitiska texter, den diskurs som används av en tvåspråkig skola i sina kontakter med allmänheten samt de diskussioner som förs i fyra fokusgrupper med elever från samma skola identifierar den här studien tre diskurstyper som är särskilt framträdande i dagens Wales: en globaliseringsdiskurs, en nationell diskurs och en språkekologisk diskurs. Genom att sammanställa data från diskussioner i fokusgrupper, enkäter om språkanvändning samt språkdagböcker identifierar studien också tre kategorier av tvåspråkiga elever utifrån deras angivna språkanvändning: tvåspråkiga med walesiska som starkare språk, tvåspråkiga med engelska som starkare språk samt ”floaters” (balanserat tvåspråkiga). De här tre kategorierna överensstämmer med hur individerna diskursivt konstruerar walesiska och tvåspråkighet. Det språk som talas i fokusgrupperna (engelska eller walesiska med engelska inskott) korrelerar däremot med den kategori som dominerar i varje fokusgrupp. Med performativitetsteori som utgångspunkt framstår således tvåspråkighet som en dynamisk företeelse, som ständigt (om)skapas genom de tvåspråkigas situerade praktiker. I korthet visar den här studien hur tvåspråkighet i Wales görs, det vill säga både hur den diskursivt konstrueras av olika aktörer på olika arenor och hur den formas av vardagliga tvåspråkiga praktiker, inte minst bland unga i tvåspråkig utbildning.

Thèse réalisée en cotutelle entre le Département de communication de l'Université de Montréal (sous la direction de François Cooren)et le Centre de sociologie des organisation de Sciences Po Paris (Institut d'études politiques de Paris; sous la direction de Bruno Latour). / Comment une organisation peut-elle agir ? Peut-elle être considérée comme un acteur en elle-même ou nécessite-t-elle que d’autres agissent pour elle ? Comment parler de son action sans présumer son existence ? Je voudrais proposer ici une approche proprement communicationnelle à la question de l’action organisationnelle. M’appuyant sur la narratologie de A. J. Greimas pour rendre apparentes certaines des idées centrales de la philosophie de l’individuation, je montre que l’organisation – et tout être social – agit en se faisant attribuer des actions. La philosophie de l’individuation est nécessaire ici pour dériver une théorie de l’action organisationnelle à partir de la manière même dont se constituent les organisations. Cela me permet notamment d’affirmer que l’organisation participe aussi elle-même à ces pratiques d’attribution, car en tant qu’elle existe déjà « plus ou moins et d’une certaine manière », elle appelle des actions particulières. À travers l’imbrication de mandats et de programmes d’actions, dans une logique d’appropriation/attribution, l’organisation peut effectivement agir tout en comptant toujours sur d’autres pour le faire. Nul besoin de s’en remettre à une ontologie essentialiste de l’organisation pour affirmer qu’elle agit elle-même, car il n’y a pas d’opposition entre affirmer que l’organisation agit et que d’autres agissent pour elle. En fait, loin de s’opposer, ces deux affirmations s’impliquent mutuellement. Les pratiques d’attribution sont nécessaires pour agir légitimement – il faut toujours agir pour autre que soi – mais aussi pour agir tout court, car la logique même de la propriété d’action, donc de pouvoir dire que ceci est mon action, suppose que l’action ne soit jamais tout à fait mienne. Les conséquences de cette proposition sur les questions de pouvoir et d’éthique sont brièvement abordées. En observant quatre terrains distincts, j’ancre cette proposition théorique dans l’empirique. Ces terrains sont une association de locataires, un projet de réforme d’un grand établissement d’enseignement français, quelques événements dans la vie d’un gestionnaire de gratte-ciel de New York et une réunion entre des représentants de Médecins sans frontières et des administrateurs de santé congolais. Compte tenu de la nature théorique de ma proposition, cette variété de terrains permet de montrer l’utilité de ces idées à l’étude d’une diversité de situations. / How can an organization act? Can it be considered as an actor in itself or does it need others to act on its behalf? How is it possible to address these questions without presupposing the organization? I would like to put forward a specifically communicational approach to the question of organizational action. Borrowing from A. J. Greimas’ narratology to make salient some of individuation philosophy’s most central ideas, I show that the organization – and any ‘social’ being – acts by being attributed actions. Individuation philosophy is necessary to derive a theory of organizational action from the very manner organizations are constituted. This allows me, among other things, to suggest that organizations themselves also play a part in attribution practices, for inasmuch as they exist “more or less and in a certain way”, they call for further actions. Through the imbrication of mandates and of programs of actions, in a logic of appropriation/attribution, the organization can act by always relying on others to do so. There is no need to invoke an essentialist ontology of organization to state that it acts by itself, for there is no opposition between stating that the organization acts and that others act for it. In fact, far from opposing, both statements imply each other. Practices of attribution are necessary for legitimate action – I must always act for someone other than myself – but also for acting at all. In other words, to be able to say that this is my action, I need this action not to be entirely my own. The consequences of this proposal on questions of power and ethics are also briefly considered. I provide my theoretical discussion with a firm empirical grounding through the study of four different fields. I analyse audio and video recordings from a tenants association, the reform project of a French higher education institution, events from the daily work of a New York skyscraper manager and a meeting between Doctors without border representatives and Congolese health administrators. Given the theoretical nature of my proposal, this variety of empirical data allows me to show the usefulness of those ideas to the study of a large array of situations.

Le présent mémoire porte sur les stratégies de gestion de rumeurs par les organisations sur Internet et sur les réseaux sociaux. Il se veut une étude dite « ventriloque » des figures d’autorité mises en présence par les organisations et les internautes à travers leurs interactions. L'objectif de cette recherche est ainsi d’étudier les stratégies employées par les organisations pour gérer les rumeurs sur Internet et d’observer les interactions entre l’organisation et ses consommateurs afin de comprendre le rapport des organisations avec leurs consommateurs, réels ou potentiels, grâce aux figures mises en scène et invoquées dans leurs stratégies. Comme nous le montrons dans nos analyses, les organisations mettent en scène une multitude de figures d’autorité pour convaincre leurs consommateurs. En même temps, elles se positionnent comme sujettes à des agentivités qui sont contextuelles aux rumeurs auxquelles elles font face. De la même façon, les internautes mettent en scène les préoccupations qui les animent. Les dialogues entre organisations et internautes reflètent différentes relations entre ces deux parties. En particulier, nous montrons que les organisations n’interagissent pas toutes de la même manière avec les internautes. Cette analyse s’appuie sur des données récoltées sur les sites internet des organisations étudiées et sur les réseaux Facebook et Twitter. / In this thesis, we analyze the strategies organizations develop to manage and fight against rumors through the Internet and the social media. The objective is to mobilize a ventriloquial approach to analyze how various authority figures are used by the organizations and the consumers to lend weight to their respective positions through their online interactions. As we show, organizations use a multitude of authority figures to convince their consumers. At the same time, they position themselves as subjected to agencies that are contextual to the rumor they are facing. Similarly, Internet users stage concerns that are supposed to drive their positions. As we show, dialogues between organizations and Internet users reflect different relations between these two parties. Indeed, organizations do not all interact in the same way with Internet users. This analysis is based on data collected from organization websites and social media such as Facebook and Twitter.

This thesis explores teacher's feedback, its definition, types, and is specifically focused on feedback moves in context of teaching Czech as a foreign language. The aim of this thesis is to present current research on the feedback in the context of teaching a second/foreign language and describe how the feedback is used in Czech language courses for foreigners and what instruments teachers use for such purpose. The first part is focusing on the feedback as part of the educational dialogue and communication in the language classroom; introducing some concepts and hypotheses of second language acquisition in which feedback figures. We also provide a description of feedback, both positive and corrective, and we present current studies concerning feedback within language learning. The empirical part carries out conversational analysis of transcribed recordings of participant observation in Czech courses for foreigners, in which we focus on feedback moves of lecturers. The thesis includes glossary explaining relevant terms translated into Czech. Key words: Feedback, positive feedback, corrective feedback, communication in the language classroom, error correction, Czech for foreigners, conversation analysis

The aim of this diploma thesis is a qualitative analysis of a media dialogical network's extract regarding chemical attack in Syria on 21st August 2013. In spite of the fact that main social participant in the subsequent international conflict, representatives of United States of America and Syria, president Obama, Secretary of State Kerry on one side and president Assad on the other side, have never actually met face to face, mass media interconnected their reactions into a coherent dialogue between west and east civilization and they accepted it as a part of intercultural negotiation of different meanings and interpretations of reality within a global mass media discourse. Methodological apparatus of conversation analysis and membership categorization analysis provides a tool to observe sequential and categorization aspects of a dynamic intertextual process of specification and respecification of the core cultural and political values in context. Thanks to the term structured immediacy it was also possible to consider sequential ordering of antecendents of the event in historical continuum. This analysis is based on ethnomethodological research of social interaction in mass media and is inspired by articles of J. Nekvapil und I. Leudar, which were dedicated to the analysis of intercultural...

The present thesis explores how interaction is initiated in multi-party meetings in Adobe Connect, 7.0, with a particular focus on how co-presence and mutual availability are established through the preambles of 18 meetings held in Spanish without a moderator. Taking Conversation Analysis (CA) as a methodological point of departure, this thesis comprises four different studies, each of them analyzing a particular phenomenon within the interaction of the preambles in a multimodal environment that allows simultaneous interaction through video, voice and text-chat. The first study (Artículo I) shows how participants solve jointly the issue of availability in a technological environment where being online is not necessarily understood as being available for communicating. The second study (Artículo II) focuses on the beginning of the audiovisual interaction; in particular on how participants check the right functioning of the audiovisual mode. The third study (Artículo III) explores silences within the interaction of the preamble. It shows that the length of gaps and lapses become a significant aspect the preambles and how they are connected to the issue of availability.  Finally, the four study introduces the notion of modal alignment, an interactional phenomenon that systematically appears in the beginnings of the encounters, which seems to be used and understood  as a strategy for the establishment of mutual availability and negotiation of the participation framework. As a whole, this research shows how participants, in order to establish mutual co-presence and availability, adapt to a particular technology in terms of participation management, deploying strategies and conveying successive actions which, as it is the case of the activation of their respective webcams, seem to be understood as predictable within the intricate process of establishing mutual availability before the meeting starts.

A conversação é fonte de grande parte de nossa noção de ordem social e, além disso, apresenta sua própria ordem e manifesta um senso próprio de estrutura. Ao interagirem através da conversação, as pessoas recorrem a procedimentos regulares através dos quais tornam explícitas as marcas de planejamento de seu discurso e as estratégias de gestão dos turnos de conversação, das relações estabelecidas e da interação verbal em si. A língua, portanto, não pode ser considerada simplesmente um código de comunicação, mas sim um meio através do qual atuam sujeitos que manifestam suas ideias sobre o mundo real e sobre seu próprio mundo interior, expressam seus papéis sociais e sua personalidade em um determinado contexto e, ainda, por mecanismos metalinguísticos, estabelecem relações de coesão e coerência nos seus próprios textos através dos vínculos que a linguagem verbal estabelece com ela mesma. Nesse processo, os marcadores discursivos (MD) exercem papel de extrema importância porque possibilitam e fazem funcionar mecanismos de atuação e manifestação dos sujeitos da enunciação. Entretanto, uma análise atenta dos materiais utilizados para o ensino de Português- Língua Estrangeira (PLE) no Brasil revelará que as situações de conversação a que são expostos os alunos pouco se utilizam desses elementos e processos típicos da interação verbal e acabam por prender-se à sintaxe do português culto escrito. Como resultado ao contrário de materiais didáticos de outros idiomas como o inglês, o espanhol e o francês, por exemplo os materiais de PLE incorrem na falha de não equiparem os estrangeiros com ferramentas tais que os possibilitem interagir com falantes de português em situações reais de conversação. Tendo como arcabouço teórico a Análise da Conversação, este trabalho apresenta a importância da presença dos processos da conversação no ensino de língua estrangeira e propõe quatro níveis de exploração dos MD com vistas a construir nos estrangeiros aprendizes de português uma real competência comunicativa e sociocultural. / A great deal of our sense of social order stems from conversation, which in turn has its own order and works according to its own rules of structure. As they interact through conversation, people resort to regular procedures to produce explicit marks of discourse planning along with strategies for managing turn-taking, established relationships and oral interaction itself. Therefore, language should not be considered merely as a communication code, but rather a means through which subjects can play an active role while manifesting their ideas about the real world and their own inner world, and expressing their social roles and personality within a given framework. These subjects also engage in metalinguistic mechanisms to create cohesion and coherence relationships as oral language refers to itself in discourse. Discourse markers play a fundamental role in this process because they enable subjects to act and manifest their own selves while producing utterances. However, a close look at the materials currently used for teaching Portuguese as a Foreign Language (PFL) will show that the conversation instances to which PFL students are exposed seldom use these elements and processes so typical of oral interaction. As opposed to other foreign language materials such as English, Spanish and French, PFL materials tend to insist on forms that reflect educated written Portuguese syntax. As a result, PFL material fail to provide foreigners with useful tools to interact with Portuguese speakers in real conversation. This paper highlights the importance of exploring conversation in foreign language teaching on the basis of Conversation Analysis theories. It also suggests four levels in which discourse markers can be explored in order to enable PFL students to build up effective communicative and sociocultural competence.

A presente dissertação analisa como se configura a Competência Interacional (He; Young, 1998) de aprendizes adultos brasileiros durante um curso de italiano durante conversa espontânea. Os dados foram coletados durante um semestre, com foco em conversas livres, isto é, em interações imprevisíveis, sem duração definida e cujos temas nasciam a partir de algum acontecimento em sala de aula, sem planejamento prévio. A análise dos dados teve dois focos principais: a análise do sistema de turnos e dos reparos, procurando verificar de que forma a construção desses recursos determina aspectos da interação e do desempenho de papeis de professor e de aluno em sala de aula. Os dados foram analisados com base na disciplina, fortemente empírica, da Análise da Conversa; de modo mais específico, foram utilizadas as categorias encontradas por Sacks, Schegloff e Jefferson (1974) e por Schegloff, Jefferson e Sacks (1977), para análise do sistema de turnos e dos reparos, respectivamente. A análise dos dados indicou que os aprendizes utilizaram o sistema de turnos de forma parecida com o da conversa fora da sala de aula, já que na maioria dos casos se auto-selecionam como próximos falantes, o que nos levou a identificar uma postura autônoma e a percepção, por parte dos aprendizes, de um ambiente mais próximo ao genuíno de comunicação. Por outro lado, nota-se que os turnos dos aprendizes têm, quase sempre, menor duração do que os do professor, possivelmente, por causa de uma menor competência linguístico-comunicativa. Os dados evidenciam ainda, que os alunos utilizam pouco, muito menos que o professor, a seleção de um outro falante. Quanto à análise do sistema de reparos, verificaram-se duas tendências principais. Em primeiro lugar, os alunos, frequentemente, pedem para ser corrigidos, mas, ao mesmo tempo, há muitas ocorrências em que eles não esperam que alguém responda a esses pedidos e continuam a conversa. Em segundo lugar, o professor, na maioria dos casos, não corrige os desvios linguísticos dos alunos e, quando o faz, não parece existir uma lógica que guie essas ações. Se olharmos com mais atenção para os dados analisados, configura-se uma situação complexa, em que os alunos, por exemplo, corrigem outros alunos, ou em que eles interrompem o professor. Em conclusão, a detalhada análise das interações evidencia que, em vários momentos, os papeis de professor e alunos estão bem marcados, mas estão longe de ser os papeis tradicionais em que o professor é quem avaliava e distribui os turnos, e os alunos estão em posição mais passiva. Isso nos permite afirmar que a conversa é uma atividade de sala de aula em que os participantes têm liberdade de ação e na qual os recursos interacionais são aspectos essenciais não apenas na configuração da interação, como também na construção da competência interacional dos aprendizes e na compreensão do processo de ensino-aprendizagem de línguas em sala de aula. / This study analyzes the nature of Interactional Competence (He; Young, 1998) of adult Brazilian learners, attending a Italian language course, during spontaneous conversation. The data, collected during a semester, focused on unplanned conversations, which had no defined duration and whose topics emerged from anything occurring in the classroom. The analysis of the data consists of two main foci: speaker selection and repairs. They were analyzed in order to verify how their construction could determine aspects of interaction and how it influences the roles that the professor and the learners play in the classroom. The data were analyzed based on the, strictly empirical, discipline of Conversation Analysis; in particular, were used the categories found by Sacks, Schegloff e Jefferson (1974), and Schegloff, Jefferson e Sacks (1977), for speaker selection and repair, respectively. The analysis of the data revealed that the learners use speaker selection in a way that similar to that outside classroom, that is to say, they mainly selected themselves in order to take the floor. This learners skill is viewed as evidence of autonomous stance; furthermore, it indicates that they perceive the classroom as characterized by genuine communication. On the other hand, it can be noticed that learners turns are mainly shorter than professors, probably due to their lesser linguistic-communicative competence. In addition, the data show that the learners select the other participants fewer times than the teacher. Examination of the system of repairs revealed two main trends. Firstly, in spite of the fact that the learners frequently ask for a linguistic repair, they frequently do not wait for somebody to realize that repair and keep on speaking. Secondly, the teacher, in most of the cases, does not repair the learners linguistic problems and when it occurs, the fact does not seem to be supported by any underlying logic. At a closer look, the data show a complex situation in which the learners use the other-repair resource or interrupt the teacher. Finally, the detailed conversation analysis shows that even though many times the roles teacher and learners play are well defined, they are not even close to the traditional ones in which the teacher used to evaluate and distribute the turns, and the learners had a passive attitude. The analysis serve as evidence to affirm that conversation is a classroom activity in which students can perform freely and in which the interactional resources are aspects essential, not only to better understand and categorize the interaction, but also to the construction of the learners interactional competence and for the understanding of the foreign language classroom teaching process.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-10-10T12:33:16Z No. of bitstreams: 1 Paola Gabriela Konrad_.pdf: 4247741 bytes, checksum: 078c837af4cb5360b2b5636814fdd828 (MD5) / Made available in DSpace on 2018-10-10T12:33:16Z (GMT). No. of bitstreams: 1 Paola Gabriela Konrad_.pdf: 4247741 bytes, checksum: 078c837af4cb5360b2b5636814fdd828 (MD5) Previous issue date: 2018-08-28 / UNISINOS - Universidade do Vale do Rio dos Sinos / A prática de perguntar e de responder consiste em uma atividade trivial na vida das pessoas, seja na fala-em-interação mundana ou institucional. Nesta dissertação, analisam-se sequências de perguntas e respostas, bem como as consequências por elas ocasionadas, em um evento interacional de caráter institucional permeado pela prática de perguntar e de responder: o interrogatório policial. O objetivo consiste em investigar, por meio do arcabouço teórico-metodológico da Análise da Conversa de base etnometodológica (SACKS; SCHEGLOFF; JEFFERSON, 1974), como ocorre a busca vs. o resguardo de informações acerca dos crimes sob investigação em interrogatórios policiais de três Delegacias de Polícia do Estado do Rio Grande do Sul, Brasil. Propõe-se, de maneira específica, analisar e descrever as implicações interacionais: (1) dos formatos das perguntas utilizados pelos policiais investigadores na busca por informações concernentes aos crimes; e (2) dos recursos por meio dos quais os participantes dos interrogatórios resguardam informações acerca dos crimes sob investigação. O corpus deste estudo advém de gravações em áudio e/ou vídeo de dez interrogatórios policiais ocorridos em três Delegacias de Polícia Civil, entre abril de 2017 e janeiro de 2018. No que concerne à busca dos fatos dos crimes, a análise evidencia que é a partir das perguntas de formatos menos abertos e de formato fechado, ou então do estreitamento sequencial de perguntas de formato aberto para perguntas de formato fechado, que informações acerca dos crimes são alcançadas pelos policiais investigadores. Essas informações são seguidas de justificativas e/ou informações adicionais que podem não apenas ser substanciais para as investigações, como também podem ser usadas em favor da própria inocência dos interrogados. Em relação ao resguardo das informações acerca dos crimes sob investigação, a análise revela que ele pode ser: (1) realizado pelos interrogados em seus turnos de fala responsivos; e (2) oportunizado pelos policiais investigadores em suas perguntas. Os interrogados resguardam os fatos dos crimes ao resistirem ao provimento das informações solicitadas pelos policiais e ao fornecerem respostas não conformativas àquelas tornadas relevantes nas perguntas, cujas ações consistem em declarações de desconhecimento, deslembrança e dessaber, dentre outras. Os policiais oportunizam que informações concernentes aos crimes sejam resguardadas pelos interrogados quando realizam perguntas cuja composição integra verbos de cognição, tais como “saber” e “lembrar”, possibilitando, assim, que os interrogados declarem, em suas respostas, dessaber e/ou deslembrança sem que revelem resistência ou não conformidade em relação à pergunta. A partir desses resultados, reflete-se sobre a interface entre a ciência da linguagem e as ciências jurídicas, bem como sobre as contribuições que este estudo linguístico-interacional tem a oferecer ao contexto de investigação e ao aparato da Análise da Conversa. / Questioning and answering are trivial activities in people's lives, either in mundane or institutional talk-in-interaction. This dissertation analyzes sequences of questions and answers, as well as its consequences, in interactional and institutional events constituted by questioning and answering practices: police interrogations. The objective is to investigate, supported by the theoretical and methodological framework of Conversation Analysis (SACKS; SCHEGLOFF; JEFFERSON, 1974), how pursuit vs. preservation of information concerning crimes under investigation occur in police interrogations of three Police stations in Rio Grande do Sul State, Brazil. More specifically, it proposes to analyze and describe the following interactional implications: (1) question formats used by police agents in the pursuit of information concerning crimes; and (2) resources through which interrogated individuals preserve information related to crimes under investigation. The corpus of this study is composed of audio and/or video recordings of ten police interrogations from three Civilian Police stations, collected between April, 2017 and January, 2018. Regarding pursuit of crime facts, the analysis shows that information about crimes is obtained by police agents when they use less open or closed questions, as well as when they switch from open to closed-question sequences. This information precedes justifications and/or additional information, which not only can be substantial for the investigation process, but also can be used in favor of the innocence of the individual being interrogated. Concerning preservation of information related to crimes under investigation, the analysis demonstrates that it can be: (1) carried out by interrogated individuals in their responsive turns; and (2) enabled by police agents due to the question formats they choose. Interrogated individuals preserve crime facts when resisting to provide information requested by police agents and when supplying nonconforming responses concerning answers that are made relevant by the question format, performing actions such as lack of knowledge, forgetfulness and unawareness declarations, among others. Police agents enable information related to crimes to be protected by interrogated individuals when they choose question formats which include cognition verbs, such as “to know” and “to remember”, which makes possible, thus, that interrogated people, in their answers, declare ignorance and/or lack of memory without demonstrating resistance or nonconformity towards the question being answered. Based on these results, the study reflects on the interface between linguistic and legal sciences, as well as on contributions that this linguistic and interactional study has to offer to the investigated context and to the Conversation Analysis framework.

Cette thèse prend pour objet des situations d’apprentissage guidé du français, en face à face et en dehors de cadres institutionnels, se déroulant dans le contexte multilingue du Luxembourg. Elle décrit et analyse des interactions entre des locuteurs plurilingues adultes dont la première langue est le chinois ou le coréen et des locuteurs plurilingues agissant en tant qu’experts pour la langue française. Plus particulièrement, dans l’optique d’une analyse qualitative des données, ce travail s’efforce d’appliquer les outils de l’analyse conversationnelle d’inspiration plutôt anglo-américaine à une vision didactique de tradition de langue française. Pour ce faire, il est fait appel aux notions de compétence communicative (Hymes 1972), de dramatisation (Goffman 1991) et de rôle social (Cicurel 1988). L’analyse montre que dans des situations d’apprentissage-en-interaction, les apprenants et les experts ont recours à une diversité de ressources interactionnelles liées à des activités de dramatisation : le dialogue-en-situation, la voix, la séquence préfabriquée, la séquentialité discursive, la réparation, la séquence explicative, le récit préenregistré, l’évaluation, le récit enchâssé, l’identité, le récit conversationnel de l’expert, l’interview, le récit conversationnel de l’apprenant et le mode éditeur. Pour conclure, un rapprochement est opéré entre ces activités de dramatisation et la didactique du FLE, à plusieurs niveaux, sous la forme de recommandations suggestions. / The current thesis focuses on guided language learning exchanges in French, in a face-to-face non-institutional setting in the multilingual context of Luxembourg. It describes and analyzes interactions between adult plurilingual speakers whose first language is Chinese or Korean and multilingual speakers acting as experts for the French language. Taking a qualitative analysis approach, our work strives to apply the tools of conversation analysis of a rather Anglo-American origin to a vision of “didactique” corresponding to the French language tradition. To this end, we rely in particular on the notions of communicative competence(Hymes 1972), dramatization (Goffman 1991) and social role (Cicurel 1988). The analysis of learning-in-interaction data shows the enactment of a variety of dramatization-related interactional resources by both learners and experts: the situated dialogue, the voice, the formulaic language, the discursive sequentiality, the repair, the explanatory sequence, the pre-recorded conversational narrative, the evaluation, the embedded narrative, the identity, the conversational narrative of the expert, the interview, the conversational narrative of the learner and the editor mode. A few recommendations-suggestions are proposed in the conclusion, focusing on how these dramatization activities could inform, at different levels, the development of French teaching and learning.