Th.--Lett.--Paris 8, 1984.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

A evolução dos estudos e pesquisas sobre a língua e a linguagem no Brasil, assim como sobre os estudos especificamente vinculados ao processo de ensino e de aprendizagem da língua portuguesa como língua materna provocaram, nos últimos anos, a reflexão e o debate acerca da necessária revisão dos objetos de ensino em sala de aula e consequentemente dos materiais didático-pedagógicos. É necessário considerar que a variação e a mudança linguísticas como fatos intrínsecos aos processos sociais de uso da língua devem contribuir para que a escola entenda as dificuldades dos alunos e possa atuar mais pontualmente para que eles compreendam quando e onde determinados usos têm ou não legitimidade. Essa compreensão favorece um alto grau de consciência social e linguística, o que favorecerá o surgimento de um desempenho sociolinguístico adequado às situações interativas de que participam, sejam elas vinculadas às práticas orais, sejam elas vinculadas às práticas escritas. Uma das formas de atuação consciente para uma abordagem pedagógica deriva da contribuição científica dos estudos sobre os processos de gramaticalização das intenções. Essa ideia baseia-se no postulado de Givón sobre a experiência humana ser simbolizada nas modalidades linguísticas. É o que propomos com esta tese: discutimos o processo de gramaticalização da dúvida a partir da categoria cognitiva de tempo. / The evolution of studies and researches about the idiom and language in Brazil, as well as about the studies specifically attached to the process of teaching and learning the Portuguese language as a mother language have provoked, in the last years, the reflection and debate over the necessary review of objects of teaching in the classroom and consequently the didactic-pedagogic material. Its necessary to consider that the variation and linguistic change as intrinsic facts to the social processes of language use must contribute so that the school understands the difficulties of the students and may act more punctually so they comprehend when and where certain uses are or not legitimate. This comprehension favors a high degree of social and linguistic consciousness, which will favor the emergence of a social-linguistic performance appropriate to the interactive situations they participate, whether they are connected to oral practices or written practices. One of the ways of conscious acting to the pedagogic approach comes from the processes of grammaticalization of intentions. This idea is based on Givóns postulate on the human experience be symbolized in the linguistic modalities. It is whats intended with this thesis: to discuss the process of grammaticalization of doubt through the category cognitive of time.

A evolução dos estudos e pesquisas sobre a língua e a linguagem no Brasil, assim como sobre os estudos especificamente vinculados ao processo de ensino e de aprendizagem da língua portuguesa como língua materna provocaram, nos últimos anos, a reflexão e o debate acerca da necessária revisão dos objetos de ensino em sala de aula e consequentemente dos materiais didático-pedagógicos. É necessário considerar que a variação e a mudança linguísticas como fatos intrínsecos aos processos sociais de uso da língua devem contribuir para que a escola entenda as dificuldades dos alunos e possa atuar mais pontualmente para que eles compreendam quando e onde determinados usos têm ou não legitimidade. Essa compreensão favorece um alto grau de consciência social e linguística, o que favorecerá o surgimento de um desempenho sociolinguístico adequado às situações interativas de que participam, sejam elas vinculadas às práticas orais, sejam elas vinculadas às práticas escritas. Uma das formas de atuação consciente para uma abordagem pedagógica deriva da contribuição científica dos estudos sobre os processos de gramaticalização das intenções. Essa ideia baseia-se no postulado de Givón sobre a experiência humana ser simbolizada nas modalidades linguísticas. É o que propomos com esta tese: discutimos o processo de gramaticalização da dúvida a partir da categoria cognitiva de tempo. / The evolution of studies and researches about the idiom and language in Brazil, as well as about the studies specifically attached to the process of teaching and learning the Portuguese language as a mother language have provoked, in the last years, the reflection and debate over the necessary review of objects of teaching in the classroom and consequently the didactic-pedagogic material. Its necessary to consider that the variation and linguistic change as intrinsic facts to the social processes of language use must contribute so that the school understands the difficulties of the students and may act more punctually so they comprehend when and where certain uses are or not legitimate. This comprehension favors a high degree of social and linguistic consciousness, which will favor the emergence of a social-linguistic performance appropriate to the interactive situations they participate, whether they are connected to oral practices or written practices. One of the ways of conscious acting to the pedagogic approach comes from the processes of grammaticalization of intentions. This idea is based on Givóns postulate on the human experience be symbolized in the linguistic modalities. It is whats intended with this thesis: to discuss the process of grammaticalization of doubt through the category cognitive of time.

This paper deals with the semantic and constructional variation of the Spanish verb hablar and offers a description of the multiple contexts in which this verb can appear, based on the study of the focalization semantics of its root and the temporal configuration of the event in the model of Wotjak (2010, 2012).

Cette thèse s’inscrit dans un projet de cerner des modes d’expression de la quantification dont le statut paraît plus marginal que d’autres. À côté d’une abondante littérature sur les déterminants quantifieurs, par exemple, l’étude des locutions adverbiales quantifiantes et intensifiantes n’est pas encore très élaborée. La présente étude se consacre en conséquent à une locution adverbiale à la marge de l’analyse de la quantification : jusqu’à un certain point. Elle s’appuie sur un corpus (écrit) d’occurrences tirées de différentes sources. La première partie présente trois études individuelles sur les lexies qui constituent la locution, la préposition jusque, le déterminant complexe un certain et le nom point. La deuxième partie présente une vue d’ensemble des emplois contemporains de jusqu’à un certain point, démontre le figement de la locution en synchronie et dresse le tableau de son évolution depuis son apparition dans Frantext en 1671. Six emplois actuels se dégagent : endophrastique, jusqu’à un certain point fonctionne comme un adverbe de complétude, de degré ou « limitatif ». Exophrastique, la locution fonctionne comme un adverbe modal, une enclosure (shield ou approximator). Il existe des occurrences hybrides entre quantification et modalisation. Enfin, la locution peut fonctionner comme un pivot argumentatif qui a des propriétés d’un modalisateur déréalisant. La troisième partie examine le statut d’adverbial de jusqu’à un certain point, son interaction avec différents types de prédicats, le rôle que joue sa position dans l’énoncé, sa conceptualisation sur un mode cognitiviste et son rôle d’opérateur discursif participant à l’agencement de l’argumentation. / This thesis stems from a project aimed at exploring marginal quantifying expressions. Whereas there is an abundant literature on quantifying determiners, for instance, the study of quantifying/intensifying adverbial phrases is not very advanced yet. This thesis thus focuses on a quantifying adverbial phrase on the margins of quantification research: jusqu’à un certain point (to a certain extend/up to a certain point). The analysis is based on a written corpus using different sources. Part one offers three studies of the adverbial phrase’s constituents, the preposition jusque, the determiner un certain and the noun point. Part two introduces an overview of the current uses of jusqu’à un certain point, shows the adverbial phrase’s synchronic fixation and describes its evolution since its first appearance in Frantext in 1671. Six contemporary uses can be distinguished: endophrastic jusqu’à un certain point functions as an adverb of completion, degree or “limit”. Exophrastic jusqu’à un certain point functions as a modal, a hedge (shield or approximator). There are hybrid cases activating quantitative and modal values in parallel. Finally, the adverbial phrase can function as an argumentative pivot with properties of a modalisateur déréalisant of Ducrot. Part three examines the adverbial status of jusqu’à un certain point, its interaction with different predicate types, the role played by its syntactical position, its conceptualization within a cognitive semantic perspective and its role as a discourse operator participating in the articulation of argumentation.

La thèse "Corpus aligné bilingue français - russe : le cas de par" présente une étude descriptive des emplois abstraits de la préposition par en français et de ses équivalents russes dans le cadre de la linguistique de corpus (J. Sinclair). L’exploration des exemples authentiques du corpus bilingue aligné constitué par nos soins, ainsi que des corpus existants permet, pour le français, d’esquisser des critères de distinction plus nette entre les sens "de cause à effet", "de fin à moyen", "de support à manière" de par, et, pour la perspective comparative, de construire un continuum de ses équivalents russes : cas morphologiques, prépositions, prépositions complexes, transformations sémantico - syntaxiques touchant à l’intégrité de la phrase. Compte tenu des particularités des prépositions en tant que catégorie lexico - grammaticale, on fait aussi appel aux instruments descriptifs élaborés dans le cadre de l’approche énonciative (J. J. Franckel, D. Paillard) : identité de la préposition, sa définition à l’aide du schéma X R (préposition) Y, distinction entre les prépositions de zonage et de discernement. / The thesis "Aligned bilingual French - Russian corpus : the case of par" presents a study describing several abstract meanings of the preposition par in French and of its Russian equivalents in the framework of Corpus Linguistics (J. Sinclair). Exploring authentic examples from our aligned bilingual corpus as well as from existing corpora allows us to propose criteria for distinguishing more clearly between "cause to effect", "aim to means", "support to manner" meanings of par in French, and to reveal a continuum of its equivalents in Russian language : morphologic cases, prepositions, complex prepositions, semantic and syntax transformations of the whole sentence. Taking into account particularities of prepositions as lexico -grammatical category, we also refer to descriptive tools proposed in the framework of enunciative linguistics (J. J. Franckel, D. Paillard) : identity of a preposition, its definition by the scheme X R (preposition) Y, distinction between the prepositions of zoning and of differentiation.

This study aimed to analyse organised interaction and assigned discussions occurring between students in EFL classrooms. It was conducted in order to identify the value-added in terms of learning by using discussion groups. Secondly, this study aimed to analyse how the contribution of models and approaches from pragmatics and discourse analysis can explain what is occurring during such conversations. Lastly, the structural and linguistic similarities and differences between teacher-to-student and student-to-student talk were also discussed. These questions were answered by examining four groups enrolled in English 6 in an upper secondary school located in the south part of Sweden. The qualitative data was collected through recordings from the students' discussions when they participated in a group speaking task as a part of the module of surveillance. The analysis of the data was conducted with the help of some of the aspects of conversation analysis. The results showed that not all of the participants in the group discussions sufficiently benefitted from the speaking task since, in most of the group, the need for the teacher's support was crucial in order for the students to use the target language and develop their speaking skills. In terms of the Speech Act Theory, the illocutionary acts identified in the conversations between students were that of the directive and assertive illocutionary acts used to pass the speaking turn to the other participants or to demonstrate agreement with the views of the previous turn. The conversational exchange was initiated by an opening framing move, followed by a response, but lacked follow-up moves in the form of feedback. Finally, there were some similarities and differences between teacher-to-student and student-to-student talk. The results showed that even if some of the students appeared to adapt to the role of the facilitator, they were not able to do so due to lack of knowledge to sufficiently support all the participants in order to be more active during the conversations and use the target language during the speaking task.

En tant que syntagmes sémantiquement non-compositionnels, les locutions sont des unités lexicales à part entière, qui doivent avoir leur propre entrée dans un modèle du lexique. Elles doivent donc recevoir une définition lexicographique, ainsi qu’une description de leurscaractéristiques grammaticales. De plus, en vertu de leur signifiant syntagmatique, les locutionstémoignent – à des degrés divers – d’une flexibilité formelle (passivation, insertion de modificateurs, substitution de certains constituants, etc.).Notre thèse défend l’idée selon laquelle une description des locutions combinant à la fois l’identification des unités lexicales qui les composent et l’identification des relations de dépendance syntaxique qui unissent les unités constituantes, permettra de prédire leurs différents emplois possibles dans la phrase. Une telle description n’est possible que dans un modèle du lexique décrivant précisément la combinatoire des lexies. Notre recherche, basée sur les principes de la Lexicologie Explicative et Combinatoire, exploite et enrichit les données du Réseau Lexical du Français (RL-fr), ressource en cours de développement à l’ATILF.La thèse a deux principaux apports. Le premier est le développement d’un modèle de description lexico-syntaxique relativement fine des locutions du français. Le second est l’identification et l’étude de différentes variations structurales, syntaxiques et lexicales liées à la flexibilité formelle des locutions. Les variations des locutions sont mises en corrélation avec leurs structures lexico-syntaxiques, mais également avec leurs définitions lexicographiques. Ceci nous conduit à introduire la notion de projection structurale, centrale dans le continuum de la flexibilité formelle des locutions / As semantically non-compositional phrases, idioms are lexical units. Consequently, they must have their own entries in a lexical resource, with a lexicographic definition and grammatical characteristics. Furthermore, because of their phrasal signifier, idioms show – to varying degrees – a formal flexibility (passivization, attachment of modifiers, substitution of components,etc.)Our thesis defends the view that a description of idioms that combine identification of their lexical components and identification of dependency links between these components will permit to predict their formal variations. Such a description is possible only in a model of lexicon that describes precisely combinatorial proprieties of lexical units. Our thesis, based on the Explanatory Combinatorial Lexicology’s framework, exploits and enhances the data of the French Lexical Network (fr-LN). This resource is being developed at the laboratory ATILF (Nancy, France).The thesis makes two principal contributions to the study of phraseology. The first contribution is the development of a precise description of idioms’ lexico-syntactic structures. The second contribution is the indentification and the study of structural, syntactic and lexical variations linked to idioms’ formal flexibility. Idioms’ formal variations are correlated with their lexico-syntactic structures, but also with their lexicographic definitions. This work leads us to introduce the notion of structural projection, that plays a central role in the continuum of idiom’s formal flexibility

La thèse étudie les dénominations du procès de combattre en latin et montre que l’évolution des signes linguistiques est corrélative des realia historiques et politiques. Cette étude sémantique articule différentes approches et propose un éclairage linguistique et anthropologique sur les verbes signifiant « combattre » dans la poésie épique latine. Au vu des problématiques liées à tout sujet onomasiologique, une partie préliminaire se concentre sur l’établissement du corpus de verbes. Les première et seconde parties confrontent l’approche sémantique aux approches morphologique et syntaxique. Les lexèmes retenus sont décrits plus précisément afin de déterminer s’ils adoptent des tendances morphologiques et rectionnelles particulières, rattachables à leur signifié. La première partie permet, à travers l’étude des radicaux, des morphèmes (temps – personne) et des préverbes, de dégager des spécificités morphosémantiques en relation avec les trois types morphologiques isolés (verbes simples, locutions et préverbés). La seconde partie étudie, dans une perspective sémantico-syntaxique, les rôles sémantiques et les types rectionnels et crée des zones d’intersection entre lexèmes, qui ne rejoignent pas toujours les trois types morphologiques. Ces nouveaux recoupements permettent d’opposer les lexèmes et de déterminer les motivations (littéraires ou anthropologiques) de leurs emplois. La thèse en arrive à l’idée que la perpétuation ou le renouvellement des signes linguistiques pour dénoter le procès « combattre » a partie liée avec des données culturelles et anthropologiques et que le genre épique est un genre littéraire vivant, qui suit la mouvance et les idéologies de son temps. / This study of Latin verbs meaning “to fight” in epic poetry shows that the evolution of linguistic signs and lexical units reflects extralinguistic phenomena. It is a semantic study which, by combining several approaches, sheds new light, both linguistic and anthropological, on the verbs meaning “to fight” in Latin epic poetry. The preliminary chapter (after the introduction) presents the selected verbs belonging to the corpus. In the first and second sections of the work, the contrast is drawn between a fundamentally semantic approach to the verbs and a more morphological and syntactical approach. The first section analyses the verbs’ synchronic radicals, their tenses, their personal morphemes, and their preverbs, in order to show their semantic specificities in the context of the three morphological types in which they may be found: simple verbs, verbal phrases and preverbed verbs. In a semantic-syntactic approach, the second section deals with the participant roles and syntactic environments and creates new intersections between lexemes. These links shed light on the oppositions that exist between the individual lexemes and determine the – literary or anthropological – motivations in the use of the selected verbs. The conclusion makes two important points. Firstly, we see that the continuation or the renewal of linguistic signs and lexical units denoting the process of fighting also depend on cultural and anthropological factors. Secondly, it is made clear that the epic literary genre in Latin is not frozen throughout the historical periods studied here, since it is continually evolving and adapting to the changes and ideologies of the times.