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Nous nous sommes interrogée sur l’influence des pratiques langagières de l’enseignant sur l’appropriation de la langue orale chez des élèves entre quatre et cinq ans dans le cadre de narrations. L’objectif de notre travail est double : caractériser les interactions dans le cadre d’un échange duel maître-élève; constater, dans une visée acquisitionnelle, ce qui, de la part de l’enseignant, en termes d’offres langagières du point de vue interactionnel et syntaxique, favorise l’acquisition de la langue orale chez l’élève. Nous appuyant sur les travaux socio-interactionnistes (Vygotski, 1934, Bruner, 1983, 1991) et en acquisition du langage (Lentin, 1998, Canut, 2006), nos hypothèses sont les suivantes : une offre langagière adaptée de la part de l’enseignant -reposant sur une reformulation des énoncés de l’enfant et un langage syntaxiquement structuré qui s’inscrivent dans la zone proximale de développement de l’élève- est déterminante dans son évolution langagière. Dans le cadre de l’analyse de données qualitative, nous avons analysé à la fois de manière longitudinale et contrastive les interactions langagières entre une enseignante et trois élèves sur une année de moyenne section de maternelle. Nous avons comparé nos premiers résultats avec ceux d’une analyse identique d’interactions langagières d’un enseignant-chercheur avec deux élèves. La méthode d’analyse adoptée a consisté à la fois en une analyse des interactions en unités interactionnelles et en celle des énoncés (maître et élève) en catégories syntaxiques. A travers les deux expérimentations analysées dans une perspective comparative, nos hypothèses ont été vérifiées. / We have questioned the effect of the teacher's use of language upon the speech growth of pupils aged four and five through narration. Our research has two objectives : characterizing the linguistic interactions within the context of a one-to-one teacher-pupil exchange; making an observation of what, in the teacher's communication, in terms of interactions and syntax, foster the pupil's acquisition of oral skills. Relying on socio-interactionists (Vigotski, 1934, Bruner, 1983,1991) and language acquisition theories (Lentin, 1988, Canut, 2006), we made the following assumptions : an appropriate teacher's response, based upon rephrasing the child's utterances and a syntaxically structured model fitting in their zone of proximal development, is a determining factor in the evolution of their verbalness. In the framework of the analysis of qualitative data , we have analysed at the same time a longitudinal way and a contrastive way, the language ! interactions between a female teacher and three pupils in a nursey school class during one school year. Then we have compared our initial results with the ones of an identical analysis of language interactions between a researcher and two pupils. The methodology consisted of both an analysis of the interactions in interaction units and an analysis of the utterances (teacher and pupil ) in syntactic categories. Through the two experimentations analysed from a comparative viewpoint, our hypotheses have been confirmed.

With this study, we intend to seek knowledge about how educators perceive and relate to norm conflicts in preschool. The aim of the study is to focus on what educators say about norm conflicts based on their work and how they believe that they can create relationships between children and their parents and colleagues among themselves. In this study, we have chosen to start from the following questions: How do educators perceive norm conflicts, what are they about and how can they arise? How do norm conflicts affect the work of educators in preschool activities? What do educators think is needed to deal with norm conflicts? We have chosen to do a qualitative study based on qualitative interviews with eight educatorsin preschools located in different geographical areas in Stockholm - Sweden. By educators we mean four preschool teachers and four educator workers. The result of our study is based on analyses from the social constructivist theory and perpectives on interculturality. Social constructivist theory is a social science perspective that has its basis on people reproducing new perceptions of reality and self-understanding in interaction with each other and with the environment around them. Interculturality can be explained by Pirjo Lahdenperä as a social interaction, a process, or an overstep, since "inter" means interpersonal interaction and"culture" means meaning systems of meaning, which gives meaning and a special focus in aperson's life. The result of the study shows that all informants, regardless of position, are aware of the meaning of norms and values and agree that everyone should start from everyone's equalvalue. The social consensus theory that has helped us to understand the informants' different perceptions of norm conflicts that were highlighted as social phenomena, from the linguistic interaction to understand why individuals clash with norm conflicts due to language difficulties and misconceptions in communication in collegiate work.

The aim of this thesis is to introduce the linguistic situation in Gibraltar. Main attention will be paid to the special local speech, which is traditionally called llanito. To describe this phenomenon in all contexts, it must be set in the historical-cultural and linguistic context. The thesis is structured in order to clarify this context. The introductory chapter outlines the history of Gibraltar, including a comprehensive overview of the most influential ethnic groups who greatly contributed to the origin and development of the specific Gibraltarian speech with their distinct languages and cultures. Topic of the third chapter are the problems associated with the very concept of llanito. Attention is paid to the questions of terminology - alternative names for llanito are gradually analyzed, namely yanito or gibberish etc., and also hypotheses associated with these names. The fourth chapter describes the language layers in which we find the most specific features of llanito (syntax, phonetics, vocabulary and phraseology), and the nature of these features. The next chapter focuses on two Yanito dictionaries, both dictionaries containing Gibraltar terms and fixed expressions. These dictionaries are the only existing data base for llanito. The final chapter describes the current linguistic...

L’enseignement / l’apprentissage du français dans les classes de FLE en Chine devient aujourd’hui un sujet d’étude suscitant de vives discussions en raison du nombre agrandissant des apprenants de français au sein du pays. A la différence des travaux rédigés en Chine qui s’appuient majoritairement sur la description des expériences des enseignants pour aboutir à des réflexions et des propositions concrètes sur la didactique de FLE dans la classe, le présent travail s’intéresse à l’étude des interactions verbales à l’intérieur des classes de FLE dans le contexte chinois. Nous choisissons de travailler à partir des corpus recueillis dans les classes des deux situations d’enseignement de FLE en Chine dont l’une concerne l’Alliance française de Shanghai et l’autre les départements de français dans les universités en espérant ainsi pouvoir répondre à une série de questions : comment enseigne-t-on le français dans des classes de FLE en Chine ? Quelles sont les caractéristiques des interactions verbales dans les deux situations d’enseignement qui nous intéressent particulièrement pour notre travail ? Si elles se déroulent différemment comme nous en faisons l’hypothèse, quels sont les facteurs qui auraient entraîné ces modifications ? La thèse se compose de trois chapitres. Le premier chapitre est consacré à la présentation de l’objet d’étude et des concepts théoriques sur lesquels reposent nos analyses durant cette recherche, à savoir les interactions verbales, l’ethnographie de la communication, l’agir professoral et l’interculturel. Le deuxième et le troisième chapitres se réfèrent respectivement aux investigations que nous avons menées dans les deux situations d’enseignement où nous évoquerons tout d’abord le contexte historique de chaque type d’établissement pour passer ensuite à l’aperçu général de la situation actuelle impliquant les ressources humaines et le dispositif matériel. Les études des interactions verbales se concrétisent par des analyses minutieuses réalisées autour de trois thèmes où nous constatons l’intensité des mouvements d’interactions : des relations interpersonnelles en classe, des particularités des interactions verbales dans des unités de travail et l’enjeu interculturel dans la communication de classe. L’inverstigation des classe de FLE dans le contexte chinois nous a permis d’appliquer l’approche interactionniste sur un nouveau terrain de recherche, les constats que nous avons pu faire nous paraissent pouvoir être profitables aussi bien pour les recherches portant sur la linguistique interactionnelle que pour celles portant sur l’enseignement de FLE en Chine. / The rapid increase of Chinese as French learners these years makes French teaching research a focus for French teachers and researchers in China. Distinguished from practices in corresponding domestic researches such as introduction of situation concerning French classroom teaching, statement of personal opinion and presentation of concrete suggestions on French teaching methods, the paper takes advantages of relevant theories on Sociolinguistic interactional prevailing in the western linguistic field nowadays and gives a new interpretation of French classroom interaction in China after collection and analysis of first-hand linguistic materials in the aspect. Targeting at two French teaching environments in China, i.e. Shanghai French Training Center (that is, Alliance Française de Shanghai) and French classroom in universities, linguistic materials are collected to find solutions to following questions in the paper: How are French classroom teaching operated in China? What characteristics do the two kinds of French teaching environments display in aspect of classroom linguistic interaction? If there are differences in classroom interactions for two French teaching environments mentioned above as presupposed, which factors account for differences after all? The paper is extended in three chapters: Chapter One introduces the research objectives and theoretical basis quoted in analysis of classroom linguistic interaction. It offers the main theoretical basis including linguistic interaction, culture of communication, fundamental theories and concepts involved in interaction research by Goffman, behaviors of teachers and inter-cultural theories. Chapter Two and Chapter Three present a series of characteristics of linguistic interaction through analysis and research of French classroom teaching in two teaching environments. In the two Chapters, the author first reviews and summarizes historic backgrounds of the two teaching organizations and makes introduction of their basic situations such as teaching staff, teaching equipments etc; then divides the research on classroom linguistic interaction into three topics for observation and analysis according to frequency and strength of linguistic interaction activities observed in classrooms: interaction relationships in classrooms, linguistic interaction in teaching units and manifestation of intercultural elements in classroom linguistic interaction. The paper makes the first trial to apply theories of linguistic interaction to researches of French classroom teaching in China, the findings of this study make new contribution to linguistic interaction research. Meanwhile, if the rapid increase of French learners in China is taken into consideration, the research is of completely new referential value for researches on French classroom teaching in China and plays an enlightening role in French classroom teaching in other countries and regions as well.

Argumentation in interaction: The sequential structure of accounts in television debates Abstract This dissertation concentrates on the sequential structure of argumentation in spoken interaction. The point of departure is the concept of argumentation as linguistic action based on accounting for a controversial position with the purpose of convincing listeners of its acceptability or in order to defend it when it is challenged. The dissertation's specific aim is to describe the interactional context of argumentation using material from TV debates. The study utilizes ethnomethodological conversation analysis combined with elements of argumentation theory. The objects of empirical analysis are the types of linguistic action in argumentation interaction (e.g. the call for argumentation or the challenge to a position or argument) and the means of signaling argumentation. The research focuses on the analysis of the sequential organization of the TV debate, including the system of turn-taking, and on describing the sequential contexts of the argumentation in this genre. Attention is devoted to so-called argumentative sequences, i.e. series of mutual argumentative responses (problematizations) by the debate participants. Also examined are other types of linguistic action which initiate argumentation by...