Une étude des rapports et des politiques linguistiques ainsi que des attitudes et perceptions de l’élite burundaise par rapport aux langues enseignées dans ce pays révèle des rapports diglossiques entre le français comme ancienne langue de colonisation et le kirundi, la langue locale parlée par presque toute la population. En effet, une répartition des fonctions entre ces deux langues est encore très nette, le français étant réservé principalement aux productions écrites et à des situations de relations de rôles du type employé/employeur, professeur/étudiant, etc. au moment où le kirundi est privilégié pour les conversations orales et le domaine social. L’élite se distingue par une pratique d’alternance codique qui reflète leurs attitudes par rapport aux deux langues. Le français est une langue rarement parlée pendant que le kirundi n’est pas engagé dans la conquête des fonctions normalement réservées aux langues officielles. En outre, la tendance de la politique linguistique actuelle au Burundi est de répondre à des sollicitations extérieures, notamment celles de la Communauté Est-Africaine (EAC) plutôt anglophone en privilégiant l’anglais et le swahili sans toutefois prévoir des mesures pour s’assurer d’avoir une langue pour l’épanouissement intérieur et une langue d’opportunités et d’ouverture sur le monde extérieur. / A study of linguage compétition and language policies as well as attitudes and perceptions of the Burundian elite showed insights over digglossic relations between French, as the former colonial language, and Kirundi, the local language that is spoken by almost the entire population. In fact, there is still a very clear share of functions between the two languages, with French being the language of the written form and used for role-relation conversations such as between an employer/employee, teacher/student, etc. while Kirundi keeps its bigger share in oral conversations and within the social domains. I addition, the elite’s speech is characterized a practice of code alternation that reflects their attitudes vis-à-vis the two languages. French is barely used in oral conversations while Kirundi is not clearly engaging in the competition for functions which are normally occupied by official languages.In addition, the current trend in language policies of Burundi is to respond to external demands, including those of the East-African Community (EAC) which is rather an Anglophone entity, by putting forward English and Swahili languages without taking measures that could ensure coexistence of a local language for the internal development and a language of opportunities and openness to the external world. / Doctorat en Langues, lettres et traductologie / info:eu-repo/semantics/nonPublished

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-09T19:53:11Z No. of bitstreams: 1 Tese Laura de Almeida.pdf: 1468122 bytes, checksum: ce74c9a961c3dcebfcbe2f0e5457450f (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-10T17:32:23Z (GMT) No. of bitstreams: 1 Tese Laura de Almeida.pdf: 1468122 bytes, checksum: ce74c9a961c3dcebfcbe2f0e5457450f (MD5) / Made available in DSpace on 2013-05-10T17:32:23Z (GMT). No. of bitstreams: 1 Tese Laura de Almeida.pdf: 1468122 bytes, checksum: ce74c9a961c3dcebfcbe2f0e5457450f (MD5) Previous issue date: 2009 / O objeto de estudo na tese “A avaliação da produção escrita na aprendizagem de Português LE/L2” diz respeito ao funcionamento da avaliação das habilidades de produção textual de alunos de Português L2/LE. A tese aqui resumida trata da avaliação da aprendizagem de Português L2/LE. Em particular, refere-se à análise da avaliação de proficiência de estudantes de PLE/PL2, no que tange as suas habilidades de produção textual. Pretende-se identificar o tipo de avaliação que conduz ao melhor desempenho do aprendiz, tomando por base as habilidades de produção escrita. A população é constituída por alunos do nível intermediário da Universidade Federal da Bahia, no Brasil (G1/L2) e da Faculté de Langues et Lettres de l’Université de Poitiers, na França (G2/LE). Para a coleta de dados, foram usados os seguintes instrumentos: 1. as avaliações diagnóstica, formativa e somativa construídas pelos alunos da UFBA, onde a pesquisadora era a professora; 2. as avaliações diagnóstica e somativa produzidas pelos alunos da Universidade de Poitiers, na França, onde a pesquisadora era apenas observadora; 3. questionário dos alunos desses dois cenários. Apresentam-se os seguintes questionamentos para a investigação: 1. No que tange à produção escrita, o desenvolvimento da avaliação integrada ao processo de ensino e aprendizagem produz melhores resultados que a avaliação somativa? 2. Que categorias analíticas precisam ser definidas para a avaliação das habilidades de produção escrita? No contexto observado, os resultados desse estudo mostram que o desenvolvimento da avaliação integrada ao processo de ensino e aprendizagem produz melhores resultados que a avaliação somativa. No G1/L2, torna-se evidente a funcionalidade da avaliação formativa, quando os aprendizes começam sua preparação para autodirecionar seu aprendizado da escrita. No G2/LE, não houve avaliação formativa. O progresso no desempenho dos estudantes foi observado a partir da avaliação diagnóstica e da somativa. Quando se comparam os resultados da avaliação diagnóstica aos da avaliação somativa do G2/LE, evidencia-se que não houve progresso no desempenho dos estudantes. É importante relacionar a avaliação com o ensino/ aprendizagem da língua estrangeira. Assim, uma pesquisa que define por objeto a avaliação da compreensão e produção de textos escritos no ensino e aprendizagem de português para estrangeiros revestese de grande relevância para o desenvolvimento dos estudos numa área ainda pouco explorada. / Salvador

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-08-01T12:36:20Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_CarlosAlbuquerque-BC.pdf: 8087583 bytes, checksum: 5df4f0903b494e3eddc3a95035da749d (MD5) / Made available in DSpace on 2016-08-01T12:36:20Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_CarlosAlbuquerque-BC.pdf: 8087583 bytes, checksum: 5df4f0903b494e3eddc3a95035da749d (MD5) Previous issue date: 2016-03-01 / Esta pesquisa procura investigar como os Livros Didáticos de Português (LDP) selecionados no Programa Nacional do Livro Didático (PNLD-2015) tomam o gênero debate como objeto de ensino e propõem sua sistemática de avaliação. O presente trabalho buscou, assim: (a) identificar quais coleções de LDP do Ensino Médio, dentre as dez aprovadas pelo PNLD 2015, tomam o debate como objeto de ensino; (b) verificar o tratamento dado ao ensino do gênero debate pelas coleções de LDP selecionadas; e (c) analisar como são propostos os critérios de avaliação da produção textual do debate nesses LDP. Nossa hipótese é que, embora o debate tenha adquirido um valor de objeto linguístico a ser ensinado na aula de Língua Portuguesa após a publicação dos Parâmetros Curriculares Nacionais (PCN), dos critérios de avaliação do PNLD e da divulgação de estudos sobre o trabalho com os gêneros orais formais e públicos, os LDP, em sua maioria, ainda não conseguiram consolidar propostas de ensino e avaliação que favoreçam a aprendizagem das particularidades de produção desse gênero da modalidade oral da língua. Como embasamento teórico para realização desta pesquisa, utilizamos os pressupostos da Linguística Aplicada (MOITA LOPES, 1996 e 2009; CELANI, 1998 e 2000, entre outros), dos estudos dos gêneros discursivos/textuais à luz dos pressupostos bakhtinianos que concebem o LDP como um gênero discursivo (BUNZEN & ROJO, 2005; BUNZEN, 2005, entre outros); dos estudos de oralidade e letramento (MARCUSCHI 2008a; SOARES, 1998; ARAÚJO & SILVA, 2013, entre outros); dos estudos que tratam da importância dos gêneros orais em sala de aula (DOLZ, NOVERRAZ & SCHNEUWLY, 2004; DOLZ, SCHNEUWLY & HALLER, 2004, entre outros) e de estudiosos que trabalham com o tema da avaliação da aprendizagem (HAYDT, 2008; LUCKESI, 2008; BURIASCO, 2000, SUASSUNA, 2007a, 2007b, entre outros). Avaliando as coleções de LDP do Ensino Médio, pudemos perceber que, de uma forma geral, o espaço dedicado às propostas de ensino e avaliação do debate ainda carece de consistência para orientar melhor os educandos à aprendizagem das práticas sociais de realização desse gênero e de suas particularidades de produção. / Cette recherche cherche à analyser comment les Livres Didactiques de Portugais (LDP) sélectionnés dans le Programme National du Livre Didactique (PNLD-2015) prennent le genre débat manque encore la cohérence pour mieux guider les élèves à apprendre les pratiques sociales réalisation de ce genre et ses caractéristiques de production.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-08-03T15:32:23Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_CarlosAlbuquerque-BC.pdf: 8087583 bytes, checksum: 5df4f0903b494e3eddc3a95035da749d (MD5) / Made available in DSpace on 2016-08-03T15:32:23Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_CarlosAlbuquerque-BC.pdf: 8087583 bytes, checksum: 5df4f0903b494e3eddc3a95035da749d (MD5) Previous issue date: 2016-03-01 / Esta pesquisa procura investigar como os Livros Didáticos de Português (LDP) selecionados no Programa Nacional do Livro Didático (PNLD-2015) tomam o gênero debate como objeto de ensino e propõem sua sistemática de avaliação. O presente trabalho buscou, assim: (a) identificar quais coleções de LDP do Ensino Médio, dentre as dez aprovadas pelo PNLD 2015, tomam o debate como objeto de ensino; (b) verificar o tratamento dado ao ensino do gênero debate pelas coleções de LDP selecionadas; e (c) analisar como são propostos os critérios de avaliação da produção textual do debate nesses LDP. Nossa hipótese é que, embora o debate tenha adquirido um valor de objeto linguístico a ser ensinado na aula de Língua Portuguesa após a publicação dos Parâmetros Curriculares Nacionais (PCN), dos critérios de avaliação do PNLD e da divulgação de estudos sobre o trabalho com os gêneros orais formais e públicos, os LDP, em sua maioria, ainda não conseguiram consolidar propostas de ensino e avaliação que favoreçam a aprendizagem das particularidades de produção desse gênero da modalidade oral da língua. Como embasamento teórico para realização desta pesquisa, utilizamos os pressupostos da Linguística Aplicada (MOITA LOPES, 1996 e 2009; CELANI, 1998 e 2000, entre outros), dos estudos dos gêneros discursivos/textuais à luz dos pressupostos bakhtinianos que concebem o LDP como um gênero discursivo (BUNZEN & ROJO, 2005; BUNZEN, 2005, entre outros); dos estudos de oralidade e letramento (MARCUSCHI 2008a; SOARES, 1998; ARAÚJO & SILVA, 2013, entre outros); dos estudos que tratam da importância dos gêneros orais em sala de aula (DOLZ, NOVERRAZ & SCHNEUWLY, 2004; DOLZ, SCHNEUWLY & HALLER, 2004, entre outros) e de estudiosos que trabalham com o tema da avaliação da aprendizagem (HAYDT, 2008; LUCKESI, 2008; BURIASCO, 2000, SUASSUNA, 2007a, 2007b, entre outros). Avaliando as coleções de LDP do Ensino Médio, pudemos perceber que, de uma forma geral, o espaço dedicado às propostas de ensino e avaliação do debate ainda carece de consistência para orientar melhor os educandos à aprendizagem das práticas sociais de realização desse gênero e de suas particularidades de produção. / Cette recherche cherche à analyser comment les Livres Didactiques de Portugais (LDP) sélectionnés dans le Programme National du Livre Didactique (PNLD-2015) prennent le genre débat comme objet d’enseignement et proposent leur évaluation systématique. Le but de cette étude était, donc: (a) identifier quelles collections du PNLD de l’école secondaire, parmi les dix approuvées par le PNLD 2015 portent le débat comme un objet d’enseignement; (b) vérifier le traitement donné à l’enseignement du genre débat par les collections de LDP sélectionnées; et (c) analyser comment sont proposés les critères d’évaluation de la production textuelle du débat dans ces LDP. L’hypothèse est que, bien que le débat aie acquis une valeur d’objet linguistique pour être enseigné dans le cours de la langue portuguaise après la publication des Paramètres Curriculaires Nationaux (PCN), les critères d’évaluation du PNLD et la divulgation d’études sur le travail avec les genres oraux formels et publics, us ne sont pas encore suffisantes. Les LDP, dans leur majorité, n’ont pas encore réussi à consolider des propositions d’éducation et d’évaluation qui favorisent l’apprentissage des particularités de la production de ce genre de la forme orale de la langue. Comme une base théorique de cette recherche, nous avons utilisé les hypothèses de la Linguistique Appliquée (MOITA LOPES, 1996; CELANI, 1998 et 2000, et d’autres), des études des genres discursives / textuels à la lumière des hypothèses bakhtiniennes (BUNZEN & ROJO, 2005; BUNZEN, 2005, et d’autres); des études de l’oralité et de l’alphabétisation (MARCUSHI 2008a; SOARES, 1998; ARAUJO & SILVA, 2013, d’autres); des études qui traitent de l’importance des genres oraux en classe (DOLZ, NOVERRAZ & SCHNEUWLY, 2004; DOLZ, SCHNEUWLY & HALLER, 2004, d’autres) et des chercheurs qui travaillent sur le thème de l’évaluation de l’apprentissage (HAYDT, 2008; LUCKESI, 2008; BURIASCO, 2000, SUASSUNA, 2007a, 2007b, d’autres). À partir de l’évaluation de collections de LDP de l’enseignement secondaire, nous avons réalisé que, d’une façon générale, à l’espace dédié aux propositions d’enseignement et d’évaluation du débat manque encore de cohérence, afin de mieux guider les élèves à l’apprentissage des pratiques sociales de réalisation de ce genre et de ses particularités de production.

Let’s imagine a typical word-learning scenario. A toddler sits in her highchair in the kitchen and waits for her lunch. Her mother says: “Use a spoon to eat your meal”. Several objects are placed in front of the child. She can see a dish with her lunch, a spoon, a cup, a sugar bowl, a milk jar, her mother’s plate and a second cup. All these objects, present in the visual array, must be identified by the toddler; she must also parse the auditory stream into segments and determine which words are familiar and which ones are potentially new. If the child does not know the word “spoon”, she will need to use the event of naming of this referent by her mother to adjust her attention to the relevant referent. She also needs to update her representation of this word upon hearing it in different contexts with different speakers and, perhaps, different types of spoons. Efficient attention allocation in this word-learning situation will clearly contribute to the success of mapping; the degree of encoding of the word-form and of its meaning will certainly influence whether this word enters the child’s vocabulary.The complexity of such a typical scenario seems very challenging for a toddler whose cognitive resources are still far from being fully mature. Unsurprisingly, several accounts of how toddlers manage to solve this task are currently on the market. The problem of ambiguity associated with meaning-to-referent mapping (several objects co-presented in the visual scene) and with word form-to-meaning mapping (the correct word is to be singled out among phonological competitors) might be even more challenging for children who present an atypical developmental trajectory.Children with Autism Spectrum Disorder and toddlers at risk for the disorder were found to acquire their vocabularies at a slower rate than their typically developing peers. In the contemporary literature, this delay in lexical knowledge acquisition is associated with poor socio-pragmatic understanding that presumably limits children’s capacity to establish referents for words in social contexts. Since impaired understanding of social interaction is a core characteristic of the cognitive profile of individuals with ASD, such an explanation of the delay in language development seems very plausible. However, several other theoretical accounts hold that in typical development socio-pragmatic skills emerge, bottom-up, through more domain-general processing of interactional experiences. In line with the latter views, it can be hypothesized that delays in lexical acquisition in ASD are not directly linked to poor socio-pragmatic understanding but are caused by low-level deficits and atypical attention allocation during word learning.Research programs on lexical learning and processing in ASD thus face the existence of different, contradictory theories of first language acquisition in typical development. Deciding a priori to build one’s experimental study against this or that theoretical background carries the risk of a limited interpretation of experimental results. A more promising way to deal with the variety of available theories of language acquisition is rather to directly confront the existing paradigms and to plan the study design in accordance. This is the approach that I privilege here. In the studies presented within this thesis, I question how social cues are used to resolve ambiguity in meaning during word-learning tasks (chapter 1) and during referential processing in typically developing children (chapter 2) and in children with ASD (chapter 3). Not only do I attempt to compare the use of social cues in word-learning and of perspectival information in referential processing in children with and without ASD, but I also try to link these results with two opposing theoretical views: the one that postulates early reliance on socio-pragmatic understanding and the other that conceives of word-learning as not being necessarily grounded in social understanding. In Chapter 1, I present evidence that children with ASD, children with SLI and typically developing children learn novel words in a flexible way by selectively attending to mappings offered by previously accurate speakers. However, I also show that such learning is likely to be supported by a surface trait attribution mechanism, rather than by genuine socio-pragmatic understanding: children in both clinical groups fail to learn selectively, when learning requires genuinely building a model of the speakers’ epistemic states. Chapters 2 and 3 are devoted to referential communication. I adopt several analytical and methodological modifications to existing methods, which allows me to compare two different aspects of partner-dependent processing of referential precedents. Typically developing children can be expected to recognize precedents previously established with the same partner faster, because of an automatic priming mechanism. However, potential faster processing of broken precedents with a new partner could not be explained by a low-level memory mechanism and would strongly suggest that lexical processing is influenced by expectations about the child’s partner perspective. I present evidence that children with and without ASD do not spontaneously rely on common ground during referential processing and that partner-specific effects in processing are associated with low-level priming. In chapter 3, I report evidence of impaired ability to switch between different conceptual perspectives in children with ASD, which may lead to maladaptive behavior in communication. In the last chapter of this thesis, I explore how word form-to-meaning ambiguity is resolved in children with ASD and whether these children exhibit difficulty in correctly mapping similar-sounding novel words. The results of this study suggest that lexical activation in children with ASD may be impaired and they display deficits in suppressing phonological competitors. Taken together, the results presented in this doctoral dissertation suggest that delays in word acquisition in ASD are likely to be driven by deficits in domain-general cognitive development. Even though impaired socio-cognitive understanding may lead to difficulties in discourse and pragmatics in older children, delayed access to lexical meaning in young children with ASD is likely to be associated with disruptions in domain-general mechanisms of perception, attention and memory. / Doctorat en Langues, lettres et traductologie / info:eu-repo/semantics/nonPublished

Orientador: Rosa Maria Manzoni / Resumo: Trata-se de uma pesquisa de intervenção pedagógica que objetiva identificar as possíveis transferências e adaptações operadas nas capacidades de linguagem e na mobilização de conceitos ao se produzirem gêneros de agrupamentos distintos (um diário e um abaixo-assinado). Fundamentam teoricamente a pesquisa tanto a Psicologia Histórico-Cultural, por meio das contribuições sobre aprendizagem e desenvolvimento, com a noção de zona de desenvolvimento proximal, e sobre o processo de formação de conceitos espontâneos e científicos (VIGOTSKI, 1991, 2009) quanto o Interacionismo Sociodiscursivo, no qual amparamos a noção de gênero como instrumento promotor de aprendizagem e desenvolvimento (SCHNEUWLY, 1994, 2004) e de onde extraímos as categorias de análise textual (BRONCKART, 2009) que permitem observar as capacidades de linguagem dos aprendizes (DOLZ, PASQUIER, BRONCKART, 1993). A produção dos dados da pesquisa foi metodologicamente orientada pela Engenharia didática, por meio do procedimento das Sequências didáticas (DOLZ, NOVERRAZ e SCHNEUWLY, 2004) e da modelização didática dos gêneros (DE PIETRO e SCHNEUWLY, 2003; SCHNEUWLY e DOLZ, 2004). Na preparação da pesquisa, foram feitas adaptações nas práticas sociais de referência dos gêneros diário íntimo e pessoal e abaixo-assinado a fim de torná-los objetos de ensino; posteriormente estes gêneros foram inseridos em uma sequência didática desenvolvida com estudantes concluintes do ensino médio prevendo a produção de um diário, no iníci... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It is a research of pedagogical intervention that aims to identify the possible transfers and adaptations operated in the language abilities and in the mobilization of concepts when producing genres of different groups (a diary and a petition). Theoretical research is based on both Historical-Cultural Psychology, through contributions on learning and development, with the notion of a zone of proximal development, and on the process of forming spontaneous and scientific concepts (VIGOTSKI, 1991, 2009) and Interactionism Sociodiscursive, in which we support the notion of gender as an instrument that promotes learning and development (SCHNEUWLY, 1994, 2004) and from which we extract the categories of textual analysis (BRONCKART, 2009) that allow observing the language skills of learners (DOLZ, PASQUIER , BRONCKART, 1993). The production of the research data was methodologically oriented by Didactic Engineering, through the Didactic Sequences procedure (DOLZ, NOVERRAZ and SCHNEUWLY, 2004) and the didactic modeling of the genres (DE PIETRO and SCHNEUWLY, 2003; SCHNEUWLY and DOLZ, 2004). Na preparation of the research, adaptations were made to the social practices of reference of the intimate and personal daily and petitioned genres in order to make them objects of teaching; later these genres were inserted in a didactic sequence developed with high school students predicting the production of a diary, at the beginning, and that of a petition, at the end. The confrontation between ... (Complete abstract click electronic access below) / Résumé: C'est une recherche d'intervention pédagogique qui vise à identifier les possibles transferts et adaptations opérés dans les capacités langagières et dans la mobilisation des concepts lors de la production de genres de différents groupes (journal intime et pétition). La recherche théorique est basée à la fois sur la psychologie historique et culturelle, à travers des contributions sur l'apprentissage et le développement, avec la notion de zone de développement proximal, et sur le processus de formation de concepts spontanés et scientifiques (VIGOTSKI, 1991, 2009) et l'interactionnisme Sociodiscursive, dans laquelle nous soutenons la notion de genre comme instrument favorisant l'apprentissage et le développement (SCHNEUWLY, 1994, 2004) et dont nous extrayons les catégories d'analyses textuelles (BRONCKART, 2009) qui permettent d'observer les compétences linguistiques des apprenants (DOLZ, PASQUIER, BRONCKART, 1993). La production des données de recherche a été orientée méthodologiquement par l'ingénierie didactique, à travers la procédure des séquences didactiques (DOLZ, NOVERRAZ et SCHNEUWLY, 2004) et la modélisation didactique des genres (DE PIETRO et SCHNEUWLY, 2003; SCHNEUWLY et DOLZ, 2004). Na préparation de la recherche, des adaptations ont été apportées aux pratiques sociales de référence des genres intimes et personnels quotidiens et pétitionnés afin d'en faire des objets d'enseignement; plus tard ces genres ont été insérés dans une séquence didactique développée avec ... (Résumé complet accès életronique ci-dessous) / Mestre

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Cette recherche s’inscrit dans le domaine de la linguistique appliquée à l'apprentissage des langues et se concentre sur l'usage des prépositions par des apprenants francophones de l’espagnol comme langue étrangère (ELE). Plus précisément, le travail visait à caractériser l'utilisation du système prépositionnel à différentes étapes de l'apprentissage et à s'enquérir des processus sous-jacents aux usages de prépositions documentés. La matière première pour mener à bien cette recherche est composée d'un corpus de productions écrites rédigées par des participants ayant une compétence communicative correspondant au niveau A1, A2, B1 ou B2, selon l'échelle proposée par le Cadre européen commun de référence pour les langues. Tous les participants avaient le français comme langue maternelle ou langue dominante. Les données obtenues à travers le corpus ont été abordées à partir de la perspective du paradigme connu sous le nom d'analyse de la performance. Ce travail décrit à la fois les utilisations normatives et non normatives des prépositions de contenu lexical (spatial, temporel ou notionnel) et celles qui ont une valeur principalement grammaticale. Les résultats obtenus suggèrent que ce dernier type de prépositions pose un plus grand défi pour les apprenants, un effet qui tend à persister même à des niveaux plus avancés. En ce qui concerne les processus sous-jacents aux usages des prépositions, il a été observé comment le transfert de la L1 facilite l'utilisation normative de certaines prépositions lorsqu’il y a convergence entre les marques et notions prépositionnelles exprimées en français et en espagnol. En revanche, lorsque les marques prépositionnelles dans les deux langues coïncident, mais pas les valeurs qu'elles expriment, une augmentation des utilisations inappropriées des prépositions a été identifiée en raison, en partie, d'un processus de transfert négatif ou d'interférence de la L1. Comme nous le verrons au cours de ce travail, ce processus d'interférence ou de transfert négatif de la L1 interagit souvent avec les interférences d'une autre L2 (anglais) et avec des processus intralinguistiques, tels que la surgénéralisation des règles de la langue cible (espagnol). Pour finir, cette thèse souligne que les processus linguistiques mentionnés ci-dessus se voient renforcés par un processus pédagogique, autrement dit, par la manière dont le matériel didactique utilisé par les participants approche l’enseignement du système prépositionnel de l’espagnol. Mots-clés : Espagnol langue étrangère (ELE), Linguistique appliquée, Interlangue, Analyse de l’interlangue, Analyse d’erreurs, prépositions, apprenants francophones. / This thesis, within the field of applied linguistics, focuses on the usage of prepositions by French-speaking learners of Spanish as a foreign language (ELE). Particularly, this study aims to characterize the use of the Spanish prepositional system throughout different stages of learning and to shed light on the processes that underlie the observed phenomena. The source material for this research came from a corpus composed of texts written by four groups of participants of levels A1 trough B2, as proposed by the Common European Framework of Reference for Languages scale. All participants’ native or dominant language was French. The data obtained through the corpus were approached from the perspective of the L2 language research paradigm known as performance analysis. This study describes both normative and non-normative uses of prepositions of lexical content (spatial, temporal or notional), as well as those that carry primarily grammatical value. The results obtained suggest that the latter type of prepositions posed a greater challenge for the learners, which proved to be an area of difficulty that tended to persist, even at more advanced levels. With regard to the processes underlying the usage of prepositions, our findings support the idea that language transfer from the participants’ L1 facilitated the appropriate use of certain prepositions in those cases in which the prepositional marks and notions expressed by these in French and in Spanish converged. In contrast, an increase in inappropriate uses of the prepositions was identified when the prepositional marks in both languages coincided, but not the values they expressed. In part, this was due to a process of negative transfer from the students’ L1. It also became apparent that this process of interference from the L1 often interacted with interference from another L2 (English) and with intralinguistic processes, such as the overgeneralization of rules appertaining the target language (Spanish). Last but not least, this research also found evidence that the aforementioned linguistic mechanisms were reinforced by instruction, that is to say, the way in which the textbook used by the students approached the teaching of the Spanish prepositional system. Keywords: Spanish as a Foreign Language (ELE), Applied linguistics, Interlanguage, Interlanguage Analysis, Performance Analysis, Error Analysis, Prepositions, French-speaking learners. / La presente investigación, enmarcada en la lingüística aplicada al aprendizaje de lenguas, se centra en el uso de las preposiciones por parte de un grupo de estudiantes francófonos de español como lengua extranjera (ELE). En concreto, el trabajo se trazó como objetivo caracterizar el uso del sistema preposicional en diferentes etapas del aprendizaje e indagar acerca de los procesos que subyacen a los usos preposicionales documentados. La materia prima para llevar a cabo esta investigación está compuesta de un corpus de producciones escritas redactadas por participantes con niveles de competencia comunicativa A1, A2, B1 y B2, según la escala propuesta por el Marco común europeo de referencia para las lenguas. La totalidad de participantes tenía el francés como lengua materna o dominante. Los datos obtenidos a través del corpus se abordaron desde la perspectiva del paradigma conocido como análisis de la actuación. Este trabajo describe los usos tanto normativos como no normativos de las preposiciones de contenido léxico (espaciales, temporales o nocionales) y las que comportan un valor primordialmente gramatical. Los resultados obtenidos sugieren que este último tipo de preposiciones supone un mayor desafío para los aprendientes y muestran una tendencia hacia la persistencia en niveles más avanzados. En lo que concierne a los procesos que subyacen a los usos preposicionales, se observó cómo la transferencia a partir de la L1 facilitó la utilización de ciertas preposiciones en conformidad con la norma en determinados casos en los cuales las marcas preposicionales y nociones expresadas por estas convergen en francés y en español. En contraste, cuando coinciden las marcas preposicionales en ambos idiomas, mas no los valores que expresan, se identificó un incremento de usos inadecuados de las preposiciones debido, en parte, a un proceso de transferencia negativa o interferencia de la L1. Como veremos en el transcurso del trabajo, este proceso de interferencia o transferencia negativa de la L1 interactúa, a menudo, con la interferencia proveniente de otra L2 (inglés) y con procesos intralingüísticos, tales como la sobregeneralización de reglas de la lengua meta (español). Por último, la tesis pone de relieve que los procesos lingüísticos antes mencionados vienen a ser reforzados a través de un proceso de instrucción, dicho de otra forma, la manera como se aborda la enseñanza del sistema preposicional del español en el material didáctico empleado por los participantes. Palabras clave: Español lengua extranjera (ELE), Lingüística aplicada, Interlengua, Análisis de la interlengua, análisis de la actuación, análisis de errores, preposiciones, aprendices francófonos.

Ce travail de thèse vise à étudier le lien entre les représentations phonologiques et l’acquisition des dispositifs morphosyntaxiques chez les enfants libanais avec et sans trouble développemental du langage (TDL). Nous y avons examiné la relation entre le développement morphosyntaxique d’une part et les habiletés méta-langagières et mnésiques d’autre part afin d’explorer un rôle prédictif probable de ces dernières au niveau du développement morphosyntaxique dans ses versants réceptif et expressif.Une série d’épreuves expérimentales ont été menées auprès d’enfants arabophones libanais avec et sans TDL. Plusieurs appariements ont été entrepris par niveau lexical réceptif ou morphosyntaxique réceptif ainsi que par âge réel. Différentes épreuves langagières ont été utilisées telles que la compréhension et la production des marques de genre et de nombre, la dénomination ainsi que des épreuves méta-langagières et cognitives, telles que la décision lexicale, la conscience morphologique flexionnelle, le jugement de grammaticalité et la mémoire verbale de travail. Nos résultats ont mis en évidence une différence significative du niveau de la spécification des représentations phonologiques chez les enfants avec TDL comparés à leurs pairs, appariés par niveau lexical réceptif. De même, les enfants avec TDL diffèrent significativement des enfants ayant un développement typique et appariés par âge réel au niveau des compétences langagières et non langagières. Il est, en outre, ressorti de cette étude une différence entre le niveau de la compréhension et de l’expression en morphosyntaxe chez les enfants TDL. Les préfixes verbaux /j/ et /t/ marquant le genre au présent en arabe libanais ont été identifiés comme indicateur clinique du TDL. Une corrélation significative est d’ailleurs présente entre les capacités langagières et les habiletés méta- langagières, notamment au niveau de la conscience morphologique et du jugement grammatical chez les enfants avec TDL. Une faible corrélation a par contre été relevée entre les capacités langagières et la mémoire de travail chez le même groupe. / This dissertation is the first study that examines the relationship between the phonological representations and the acquisition of morphosyntactic mechanisms in Lebanese Arabic-speaking children with and without developmental language disorders. Moreover, it explores the possibility of finding a predictive role for the metalinguistic abilities and memory skills at the morphosyntactic development level, in its receptive and expressive aspects.A battery of experimental tasks was conducted and several matchings were undertaken based on the lexical receptive skills or morphosyntactic level as well as chronological age. Different linguistic tests were used such as the comprehension and the production of gender and number as well as metalinguistic tests such as lexical decision, inflectional morphological awareness, grammatical judgment and verbal working memory. Findings reveal a significant difference between children with developmental language disorder and their peers matched by lexical receptive age at the level of specification of phonological representations. Similarly, children with language disorders differ significantly from typically developing children, matched on chronological age in terms of language and non-language skills. This study also shows a difference between the level of production and the level of comprehension in the morphosyntax among children with developmental language disorders. The verbal prefixes /j/ and /t/ marking the gender in the present tense in Arabic have been identified as a clinical indicator of language disorder. There is an evident correlation between the tests of the linguistic and metalinguistic capacities, particularly at the level of morphological awareness and grammatical judgment in children with language disorders. However, a weak correlation is found between language skills and verbal working memory in the same group. / تعتبر هذه الأطروحة رائدة في دراسة العلاقة بين ال ّتمثيلات الفونولوجية واكتساب القواعدلدى ال ّطفل اللّبناني في إطار تطور اللغة الطبيعي والإ ّضطراب اللّغوي ال ّنمائي. وتهدف أيضاً الى ت ق ي ي م م ه ا ر ا ت ا ل و ع ي ا ل ل ّ غ و ي و ا ل ّ ذ ا ك ر ة ل ت ح د ي د ا ل م ه ا ر ة ا ل ّ ت ي ت ل ع ب د و ر ا ل م ؤ ّش ر ف ي ا ك ت س ا ب ق و ا ع د ا ل ل ّ غ ة .ت ّم إجراء ع ّدة إختبارات ضمن دراسات مقارنة بين المجموعتين، الأطفال مع تطور طبيعي وأولئك الّذين يظهرون ا ّضطراباً لغوياً نمائياًّ، على أساس تطابق في مستوى فهم المفردات، فهم القواعد أو في العمر الزمني. وقد تض ّمنت ال ّدراسة إختبارات لغو ّية لقياس الفهم وال ّتعبير في مجال مورفولوجيا ال ّنوع والعدد بالموازاة مع اختبارات الوعي المورفولوجي ال ّنحوي، الوعي التركيبي وال ّذاكرة العمل ّية. وقد أظهرت نتائج ال ّدراسة وجود تباين واضح في مستوى تمايز ال ّتمثيلات الفونولوجية عندمقارنة المجموعتين المتطابقتين في مستوى فهم المفردات. كما تب ّين أ ّن مستوى الفهم القواعدي يتق ّدم على مستوى ال ّتعبير لدى الأطفال مع اضطراب اللّغة ال ّنمائي. وكذلك أثبت ال ّدراسة ترابطاً متيناً بين القدرات القواعد ّية ومستوى مهارات الوعي اللّغوي لدى أطفال المجموعتين في حين أ ّن العلاقة بين القدرات القواعد ّية وال ّذاكرة العمل ّية بدت ضعيفة. كما ش ّكل استعمال المورفيم الخاص باتباع الفعلبالفاعل من حيث ال ّنوع مؤ ّشراً عياد ّياً بارزاً في هذا الإ ّضطراب اللّغوي. / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished