Notre thèse s’inscrit dans le domaine de l’acquisition du Français Langue de Scolarisation (FLS) et Langue Seconde (L2) en plurilinguisme. Elle s’intéresse aux usages du lexique des verbes chez les collégiens francophones, pour lesquels nous esquissons des solutions à l’enseignement-apprentissage de ce lexique. L’objectif est de comprendre quels sont les verbes mobilisés par les collégiens de L2 pour exprimer des procès à l’oral. Nous nous appuyons sur un corpus oral collecté auprès des pré-adolescents et adolescents scolarisés dans la ville Camerounaise de Yaoundé. Les données empiriques ont été réunies, traitées, transcrites et codées conformément au protocole de traitement CHILDES (Child Language Data Exchange Système). Ainsi, la commande FREQ de CLAN a mécaniquement fourni des inventaires complets de verbes avec leur fréquence respective que nous avons classé par familles sémantiques après lemmatisation. Cette procédure nous permet de dégager le potentiel communicatif le plus fondamental des jeunes que devront corriger, accroitre ou organiser les cours de vocabulaire. Nos analyses sont basées sur l’étape de la formulation, sur le niveau conceptuel et discursif. Nous interrogeons les facteurs qui influencent l’acquisition du lexique verbal. / We are pondering over the acquisition of French as the language of education and as a second language in a multilingual situation. Our research study centers on the uses of verbs by French-speaking students. We propose some solutions for the teaching-learning of this vocabulary. The objective is to understand the verbs mainly used by secondary school pupils learning and speaking French as a second language. We have collected our corpus of analysis from pre-adolescents and adolescents in Yaoundé, Cameroon. These data were cross-checked, transcribed, processed, and coded in conformity with the processing protocol of CHILDES,( Child Language Data Exchange System). Hence the FREG command mechanically provided us with an exhaustive list of the verbs and the frequency at which they are used. These verbs were grouped according to their semantic contents after LEMMATIZATION (using the headword technique). This method enabled us to dig out the most fundamental communicative potential of the youngsters who will have to improve on, increase or organize vocabulary classes. Our analyses are concerned with the formulation phases, the conceptual and discursive levels. We are questioning the factors which influence the acquisition of verbal terms.

Depuis une vingtaine d’années, la didactique de l’écrit enrichit ses réflexions et ses pratiques par les recherches menées notamment en sciences du langage et en génétique textuelle (Fabre, 1990 ; Doquet, 2011 ; Chiss, 2012). Ces travaux, qui envisagent l’écriture dans sa dynamique scripturale, s’interrogent sur la façon dont se construit l’écriture en acte (Fénoglio & Chanquoy, 2007). En effet, après les travaux de J. Derrida (1967) et de J. Goody (1977/1979), qui ont destitué l’hégémonie de la pensée logocentriste, nous ne pouvons plus réduire l’écriture à un code second, comme double représentation de la pensée et du langage qui l’oralise. L’écriture, par ses fonctions spécifiques, tisse des liens étroits avec la mémoire, à la fois par l’activation anamnésique et par l’usage averti des artefacts hypomnésiques (instrument graphique et support). Ce double jeu de la mémoire (anamnèse et hypomnèse), qui répond à celui de l’écriture, permet le passage au scriptural en orchestrant une chaîne qui, de façon symbolique, réunit voix et écriture et ouvre ainsi des espaces d’inscription du sujet écrivant. Cette réflexion épistémologique a nourri l’élaboration de séquences didactiques expérimentales favorisant le passage à l’écriture d’adultes migrants, sous la forme d’ateliers d’écriture, qui s’inscrivent dans l’introduction didactique des Arts du Langage (Meschonnic, 1982 ; Auger & Pierra, 2006 ; Aden, 2008) dans des contextes d’enseignement-apprentissage de français langue seconde (FLS). Ce dispositif a permis de construire un corpus de 74 textes manuscrits, recueillis en observation participante, en contexte associatif. L’analyse qualitative des données, en mobilisant les outils théoriques et méthodologiques de l’analyse du discours et de la génétique textuelle, s’est organisée autour d’une triple mise en perspective des notions de passage et d’écriture. L’examen des traces graphiques permet en effet de mettre au jour (1) les stratégies d’entrée des scripteurs dans l’écriture en FLS, (2) les retours sur le déjà écrit, notamment par le biais des ratures, qui donnent à voir une dialogisation interne (Bres, 1988) inhérente à la mise en écriture et (3) l’émergence des souvenirs reconstruisant le parcours migratoire, créant ainsi une écriture du passage. / For the last twenty years, writing pedagogy has been enriched in reflection and practice by research, most notably, from linguistics and genetic criticism (Fabre, 1990; Doquet, 2011; Chiss, 2012). These studies, which consider writing within its scriptural dynamic, have examined the construction of the act of writing (Fénoglio & Chanquoy, 2007). In light of the contributions of J. Derrida (1967) and J. Goody (1977/1979), who dismissed the hegemony of logocentric thought, writing can effectively no longer be reduced to a secondary code, a dual representation of thought and the language that gives voice to it. With its specific functions, writing is intertwined with memory, both through anamnesic activation and the informed use of hypomnesic artifacts (writing instruments and media). The double memory game (anamnesis and hypomnesis), which contributes to the process of writing, enables the transition to the written mode by orchestrating a chain that, in a symbolic way, links voice and writing and thus opens inscriptional spaces for the writing subject. This epistemological refection supported the development of experimental instructional sessions, which took the form of writing workshops, designed to support migrant adults’ transition to writing. The workshops were implemented as part of a broader introduction to the language arts (Meschonnic, 1982; Auger & Pierra, 2006; Aden, 2008) in contexts of teaching and learning French as a second language (FSL). This arrangement allowed for the construction of a corpus of 74 textual manuscripts, collected by means of participant observation in the context of volunteer work. The qualitative analysis of data, examined through the application of theory and methods from discourse analysis and textual genetics, was organized around a three-pronged approach to the notions of transition and writing. The examination of graphic marks makes it possible to uncover (1) the initial strategies of FLS writers, (2) their reconsideration of previously written text, notably by means of deletions, which reveal inner dialogism (Bres, 1988) inherent to the production of writing, and (3) the emergence of memories that reconstruct the migrant experience, and which constitute writing in transition.

This research explores gamification as a means to motivate and engage second-language learners. Gamification uses game-based mechanics, and game thinking to engage people, motivate action, and promote learning. We investigate the limits and advantages of quest-based learning and augmented reality to assess the potential of a new mobile learning tool Explorez. In order to bridge the gap between gaming and education, Explorez was created for first-year university French students at the University of Victoria, BC. Using GPS, Explorez transforms the campus into a virtual francophone world, where students interact with characters, items, and media as they improve their French language skills and discover their campus. / Graduate / 0710 / 0679 / 0290 / bernadet@uvic.ca

Since 2003, the Canadian government has repeatedly called for research into innovative ways to teach Core French (CF) – a non-immersion program, where French as a Second Language (FSL) is taught on a daily basis, or a few times per week. This exploratory study investigates the driving forces behind the widespread popularity of a CF method called the Accelerative Integrated Method (AIM), which combines target language use with gestures, high-frequency vocabulary, and drama to accelerate the development of fluency from the onset of classroom instruction. In order to learn more about the “meaningfulness” of this growing trend (Fullan, 2007), this mixed-method inquiry attempts to shift the focus from product to process, comparing educator perspectives and AIM implementation within two Ontario contexts: (a) where AIM was mandated for elementary (Grades 4-6) FSL instruction, and (b) where AIM was an optional method for FSL teachers to use (or not). Survey and interview data were collected from and triangulated across a variety of educators from both contexts, including FSL consultants (n = 18), principals (n = 8), CF teachers (n = 9), and one Ontario Ministry of Education representative. Four semi-structured interviews and multiple observations were also conducted with those CF teachers who were using AIM (n = 8). An additional CF teacher who had attempted to use AIM, and had subsequently rejected it, was also interviewed. Findings showed that AIM implementation and educator perspectives did not vary significantly based on whether AIM was mandated or optional for CF instruction. A clear preference emerged towards using AIM and the accompanying resources during the beginning stages of CF instruction. Discussion about the growing popularity of AIM was positive; however, it also exposed a range of emotions about when and how AIM should be used. In terms of implementation, while some AIM routines, activities, and strategies were used by all, each AIM teacher exercised their agency while using the method, supplementing and adapting for different reasons. Implications include the need to reexamine the objectives of micro-level AIM policies, recognize the adaptability of AIM, and consider including detailed observations in future research linking AIM to student achievement.

Since 2003, the Canadian government has repeatedly called for research into innovative ways to teach Core French (CF) – a non-immersion program, where French as a Second Language (FSL) is taught on a daily basis, or a few times per week. This exploratory study investigates the driving forces behind the widespread popularity of a CF method called the Accelerative Integrated Method (AIM), which combines target language use with gestures, high-frequency vocabulary, and drama to accelerate the development of fluency from the onset of classroom instruction. In order to learn more about the “meaningfulness” of this growing trend (Fullan, 2007), this mixed-method inquiry attempts to shift the focus from product to process, comparing educator perspectives and AIM implementation within two Ontario contexts: (a) where AIM was mandated for elementary (Grades 4-6) FSL instruction, and (b) where AIM was an optional method for FSL teachers to use (or not). Survey and interview data were collected from and triangulated across a variety of educators from both contexts, including FSL consultants (n = 18), principals (n = 8), CF teachers (n = 9), and one Ontario Ministry of Education representative. Four semi-structured interviews and multiple observations were also conducted with those CF teachers who were using AIM (n = 8). An additional CF teacher who had attempted to use AIM, and had subsequently rejected it, was also interviewed. Findings showed that AIM implementation and educator perspectives did not vary significantly based on whether AIM was mandated or optional for CF instruction. A clear preference emerged towards using AIM and the accompanying resources during the beginning stages of CF instruction. Discussion about the growing popularity of AIM was positive; however, it also exposed a range of emotions about when and how AIM should be used. In terms of implementation, while some AIM routines, activities, and strategies were used by all, each AIM teacher exercised their agency while using the method, supplementing and adapting for different reasons. Implications include the need to reexamine the objectives of micro-level AIM policies, recognize the adaptability of AIM, and consider including detailed observations in future research linking AIM to student achievement.

A focal concern amid Canadian French immersion students upon completion of their secondary school studies is a shared belief and feeling that they are limited in their ability to communicate with francophone communities (Howard, 2007; Schaffer, 2013; The Globe and Mail, Friesen, 2013). Furthermore, it has been widely discussed that French immersion students are finding themselves in the midst of language identity crisis, unable to find a place among either of the dominant monolingual groups (Roy, 2010). This case study examined the potential persistence of language identity crisis in three French immersion students who extended their French as a second language education by pursuing post-secondary education in a French immersion program at a large bilingual university. The study reveals the linguistic identity construction of these students by clarifying how each participant positioned (Davies & Harré, 1990) herself towards Francophone language and culture. It exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular.

Ce doctorat présente une recherche menée en linguistique et en psycholinguistique sur la production de verbes en F.L.S. dans une Approche Fonctionnaliste chez des adultes. Il est important de s’interroger sur les énoncés non conventionnels du type casser un fruit, nommés métaphores, ou erreurs de surextension. Duvignau les a appelés approximations sémantiques à cause de la proximité entre un verbe produit (non conventionnel) et un verbe conventionnel pertinent. L’objectif de ce travail est d’analyser la production d’approximations sémantiques chez les participants étrangers de différents niveaux de F.L.S. Notre hypothèse la plus importante est que la production d’approximations sémantiques serait une stratégie palliative qui aide les étrangers à communiquer avec peu de mots. Nous avons établi l’hypothèse selon laquelle plus les apprenants F.L.S. sont avancés, moins ils produiraient d’approximations sémantiques. Nous avons utilisé un protocole « Approx » (Duvignau et Gaume, 2004) qui contient 17 séquences d’actions (DVD) dont le but est d’analyser la production des verbes dans les tâches de dénomination et de reformulation d’actions auprès de 125 participants (un groupe de chinois de F.L.S. (N=56), un groupe d’étrangers non sinophones de F.L.S. (d’une vingtaine de langues maternelles différentes ; N=56) et un groupe contrôle de F.L.M. (N=13). Par ailleurs, nous avons recueilli des données au sein de différentes écoles et entreprises à Toulouse. Notre hypothèse selon laquelle plus les participants de F.L.S. sont avancés, moins ils utiliseraient d’approximations sémantiques a reçu un soutien mitigé. / This PhD presents a study in linguistics and psycholinguistics that uses a functionalist approach to the study of production of non-conventional verbs by adults learning in French as a Second Language. We are interested in oral productions like to break a fruit that are known as metaphors or errors of over-extension. Duvignau called these semantic approximations because of the proximity between the non-conventional verb that participants produced and the conventional verb that should have been produced. The objective of this PhD is to investigate production of semantic approximations at different levels in French Second Language learning. We suggest that the palliative strategy could be responsible for the production of semantic approximations by learners in Second Language and helps learners to communicate with few verbs. We hypothesized that the more advanced learners will use less semantic approximations. We used the “Approx” protocol (Duvignau and Gaume, 2004) that contains 17 video-actions to measure production of verbs in denomination and reformulation tasks in 125 participants at different levels in French (a Chinese group (N=56), a foreign non-Chinese group speaking 27 different languages (N=56) and French group (N=13)) from different schools or companies in France. This research shows that our hypothesis that the more advanced learners will use less semantic approximation receives limited support.

Cette thèse s'inscrit dans le domaine de la didactique du français langue seconde. Elle concerne les causes de la réussite ou de l'échec de l'apprentissage du français par des étudiants chinois en France. Plus précisément, elle prend appui sur la perception de la réussite ou de l'échec d'apprentissage parmi ce public dont l'effectif ne cesse de croître et au sein duquel de nombreux individus éprouvent de grandes difficultés à apprendre la langue du pays d'accueil. Afin d'interroger les causes des sentiments de réussite ou d'échec dans l'apprentissage, trois hypothèses sont posées : le sentiment de réussite ou d'échec est conditionné par l'adaptation à la nouvelle culture d'apprentissage/enseignement ; certains traits de personnalité favorisent l'apprentissage de la langue ; la motivation des apprenants a des conséquences sur leur investissement et sur leur utilisation de stratégies dans l'apprentissage du français. Cette étude tend à montrer que le sentiment de réussite ou d'échec d'apprentissage résulte d'un cumul d'expériences émotionnellement positives ou négatives. Elle fait apparaître certains des facteurs qui facilitent ou empêchent l'apprentissage du français par des étudiants chinois en France. Par exemple, l'adaptation à la culture d'enseignement française favoriserait l'apprentissage et induirait chez l'apprenant un sentiment de réussite. Parmi les facteurs qui seraient susceptibles d'engendrer un sentiment d'échec, l'introversion empêcherait l'acquisition de compétences dans le domaine de l'expression orale et l'absence de contacts réguliers avec le français dans la vie quotidienne affaiblirait la motivation d'apprentissage. / This PhD. dissertation aims to contribute to research in teaching French as a second language. It analyzes the reasons why Chinese students in France succeed or not in learning French. More precisely, it is based on the perception of success or failure in learning French among a population whose numbers are growing and in which many individuals find it very difficult to learn the language of the host country. In order to examine the reasons for the feeling of success or failure in learning, three hypotheses are postulated: the feeling of success or failure is determined by the adaptation to the new culture of learning/teaching; certain personality traits promote language learning; learners' motivation has some consequences on their use of strategies in learning French. This research aims to show that the feeling of success or failure in learning results from the synthesis of experiences with positive or negative emotion. It also shows some of the factors that facilitate or hinder French learning by Chinese students in France. For example, adapting to the French culture of teaching would encourage learning and bring about learners' feeling of success. Among the factors that are likely to generate the feeling of failure, it appears that introversion prevents the acquisition of speaking skills and lack of regular contact with the French language in everyday life weakens motivation to learn.

Les réflexions sur le français au Sénégal sont souvent envisagées dans une perspective historique, sociolinguistique ou pédagogique. L'orientation de cette thèse est plutôt didactique. Son objectif est d'analyser l'enseignement /apprentissage du français dans les établissements moyen et secondaire. La recherche porte sur une problématique spécifique à un système institutionnel qui vise la maîtrise du français comme en situation de LM dans un cadre où cet idiome est LS. Cette attente de l'institution permet-elle une activité enseignante et une appropriation convenables de la langue, des cultures? La réponse a nécessité l'élucidation des concepts de savoir, de savoir-faire, de compétence, de langue, de culture. Nous avons caractérisé les objets, les outils, les contenus et les méthodes fondamentales. Cela dans un contexte où les biographies langagières et culturelles des apprenants se définissent par des statuts plurilingues et pluriculturels. La transposition didactique et l'action conjointe sont étudiées pour décrire les activités de classe et la circulation des savoirs. Ce travail a privilégié une approche ethnographique avec des vidéographies, des entretiens, des autoconfrontations et un recueil de productions écrites. L'analyse des résultats de cette étude empirique est présentée suivant les savoirs, les enseignants et les apprenants. Elle a vérifié l'idée que la didactique du français langue seconde permet d'élaborer des savoirs linguistiques et culturels adaptés au contexte sénégalais, de pallier les difficultés dans l'activité enseignante et de faire des apprenants les acteurs de leur apprentissage. Cette analyse est complétée par des propositions didactiques. / Reflexions on French language in Senegal are often considered from a historical, sociolinguistical or educational perspective. The orientation of this thesis is rather didactic. Its aim is to analyze the Teaching/Learning of French in college and secondary schools. The research deals with a specific problematic for an institutional system which aims at the mastery of French as a native language when this idiom is a second language. Does this expectation from the institution allow for an effective teaching activity an appropriation of the language, of the school culture and of the anthropological culture? The answer to this question has required the elucidation of the concepts of knowledge, know-how, skill, language, culture. We have characterized objects, tools, contents, and fundamental methods for teaching and learning. That, in a context where the language biographies and cultural identities of the learners are defined by multilingual and multicultural status. Didactic transposition and joint action are studied to describe teaching activities and the circulation of knowledge. This work has priviledged an ethnographical approach with videographs of classes, interviews, selfconfrontations, and a collection of written productions. The analysis of the results from this empirical study is presented around three poles: skills, teachers and learners. Eventually, it has confirmed the idea that the didactics of french as a second language helps to elaborate linguistic and cultural skills adapted to the Senegalese context, to overcome difficulties in teaching activity, to make learners the actors of their learning. This analysis is completed with didactic suggestions.

Dans le champ de la didactique des langues-cultures étrangères et secondes, l'approche interculturelle semble connaître aujourd'hui une forme de crise, qui repose sur la déconstruction du concept de culture, et qui révèle un profond hiatus entre théories didactiques et pratiques de classe. L'interculturel cherche à se donner de nouveaux objets, fédérés par le concept de diversité. Cette diversité se conçoit moins comme une pluralité d'éléments que comme un complexus dynamique de relations entre sociétés : de l'« interculturation », en somme, plus que l'interculturalité. Cette étude tente de voir si le renouvellement de paradigme recherché peut permettre de repenser l'enseignement culturel en classe de langue. Celui-ci se réalise essentiellement par les manuels scolaires, c'est pourquoi nous avons choisi d'étudier leur discours afin de voir s'ils représentent des formes d'interculturation entre les sociétés, avec quels types de relations intersociétales. La Grèce, le Liban et le Maroc étant des pays marqués par diverses formes de diversité culturelle, l'étude des manuels de ces pays nous permet d'envisager les possibilités et les difficultés d'une didactisation de savoirs « diversitaires » dans les manuels, et de mettre en évidence le rôle complexe des institutions scolaires, entre diversité et unité de la nation. / In the field of second language and culture didactics, cross-cultural approaches seem to be going through a phase of crisis as a consequence of the deconstruction of the concept of culture itself : such a crisis reveals a fundamental discrepancy between didactic theories and classroom practices. Cross-cultural approaches presently need the identification of new objects of investigation, linked by the concept of diversity. Diversity is not quite conceived as a plurality of elements, but rather as a dynamic and complex cluster of relationships between societies : in other words, a process of « interculturation » rather than « interculturality ». The aim of this research is to investigate whether this new paradigm can help rethink the cultural dimension of language teaching in a classroom context ; given that this form of teaching is essentially carried out by means of textbooks, this study focuses on their discourse, in the attempt to determine in which measure they present forms of « interculturation » between societies, as well as which kinds of inter-societal relations they display. Since the Greek, Lebanese and Moroccan contexts are characterised by different forms of sociocultural diversity, the study of textbooks from these three countries can help assess the opportunities and challenges of teaching « diversity » through textbooks, and highlight the complex role of institutional discourses in educational contexts, caught between diversity and unity within one nation.