The goal I have pursued in writing this dissertation has been to provide the most complete account that I could manage of the various aspects of language that can be labelled metalinguistic, both in the language-system and in discourse. On a rough characterisation, metalanguage is language about language. Since I understand language both as a ‘potential’ (the language-system) and as its actualisation (language as discourse), there are theoretically four situations that can be subsumed under the term ‘metalanguage’: 1. there are lexical items (units in the system) that denote aspects of the system (preposition, noun, conjugation, plural, etc.); 2. there are items that denote elements of discourse (words and phrases like the aforementioned, the latter, etc.). At the same time, there are 3. utterances about the system (e.g. ‘Boston’ is a noun), and 4. utterances about discourse (i.e. about other utterances or parts of utterances, e.g. The old cow said teddible instead of terrible). In both 3 and 4, we have words that reflexively mention linguistic sequences. Following Rey-Debove, I have chosen to call these ‘autonyms’.Note also that discourse about language can be combined with discourse about extralinguistic reality. An utterance about a situation in the world can secondarily say something, for example, about language use; such is the case in The U.S. advocates ‘military action’, as newspapermen call it now, where a comment about a euphemism is appended to a statement about ‘the world’.All in all, this amounts to a fairly large body of data that is varied in kind. My goal has been to bring some order to this variegated set, to highlight in what respects its elements are similar and dissimilar. Thus, I have sought to sort out a number of issues that had not, as far as I could judge, been treated satisfactorily on previous occasions, and to make my descriptions compatible with the theory that was gradually taking shape. In particular, I have underlined the strong connections between the system-level aspects of metalanguage and its discourse manifestations, and I have been led to suggest that the latter ‘leak into’ the system. Besides, I have tried to give a more thorough account of certain properties of metalinguistic discourse, notably the recursiveness of mention or quotation, and its referential diversity. When I felt that I had come to an adequate account of metalinguistic discourse, I have attempted to supply a typology of its various manifestations that would integrate most of the criteria brought up in previous attempts. In the final part of the dissertation, I have brought together what I regard as a series of genuine challenges to the best existing theories of metalinguistic discourse, and have attempted to frame what possible solutions could be.THINGS IN SENTENCES, INFINITE LEXICON? P-ÊÊ UNE CODA APRÈS RECA + CHAPTER 8***The very notion of metalanguage originated in formal logic in the first half of the 20th c. Soon, some of the concepts developed by logicians were taken over by philosophers of language (and subsequently by a few linguists). That was notably the case with the distinction between the use and the mention of a linguistic sequence; use designating the ordinary, transparent, employment of an expression to denote something outside language and mention its being chosen as a topic for discussion. When the subject came under the scrutiny of philosophers of language, the essentially prescriptive approach of the logician (the logician decreed which features his languages and metalanguages should possess), was turned into an attempt at describing actual linguistic mechanisms. It is in this tradition that I situate myself.Philosophers of language have turned out to be particularly interested in quotation (the mention of linguistic expressions), but I have thought it useful to introduce a term that covered not just quotation, but also mention-without-quote-marks, as well as hybrid cases like example 5. This term is reflexive metalinguistic demonstration, but for convenience’ sake I shall make do with metalinguistic demonstration.In Chapter 2, I have examined in detail the main theories of metalinguistic demonstration put forward in the course of the 20th c. namely the Name, Description, Demonstrative and Identity theories. In the process, I have been able to gradually identify the various properties of metalinguistic demonstrations that should be regarded as essential. And I have also formed a clearer idea of the body of data that a theory should be able to account for. In the end, I have been able to outline what I believe is a sound theory of metalinguistic demonstrations. This theory is chiefly informed by the proposals of François Recanati (2000, 2001), supplemented with insights of Paul Saka (1998), both of whom are indebted to the Demonstrative and Identity accounts.My reasons for using Recanati (2001) as the backbone of my own theory are the following. Recanati has successfully drawn the line between two types of meaning conveyed by metalinguistic demonstrations, namely ‘pictorial’ and ‘conventional linguistic’ meaning, something that had not been done with that clarity before. Besides, he has had the wisdom to give up the standard assumption that all metalinguistic demonstrations are referential, an assumption that inevitably led to theoretical dead ends. Moreover, drawing on the first two insights, Recanati has also separated out the syntactic and pragmatic aspects that were often confused in previous approaches.There is no doubt that the theory put forward by Recanati in 2001 is the most empirically adequate that can be found in the literature. Besides, it also accounts for an impressive range of key properties. Still, there are two interesting properties that received very little attention from Recanati, that is, referential diversity and recursiveness. Though Paul Saka has argued in favour of both in a 1998 paper, I believe his defence to have been somewhat clumsy. And therefore I have tried to offer more convincing evidence in favour of these properties.Let’s start with ReferenceAs Recanati has shown, not all metalinguistic demonstrations are referential expressions. But there is one aspect of reference that he says very little about: the sort or sorts of referents that a referential autonym can have. The theory implicitly suggests that autonyms can only refer to types. (Many writers have claimed more robustly and more explicitlythat there was only one sort of referents for autonyms, always either types or classes of tokens).I hold this view to be incorrect. As I’ve indicated in Chapter 4 of the thesis, I believe that several sorts of referents must be distinguished. Let us have a few examples:Run is a verbRun has three lettersShe said, “I ain’t EVER gonna tell ya”The first refers to a lexeme, since the predicate applies to runs, ran, running, as well.The second, only to a form (since not true of running or runs).Both could still be said to be abstract objects, and one might wish to call these ‘types’.The third, however, well and truly seems to refer to a token, the particular utterance produced by the woman behind she, witness the mimicry involved in the direct speech report.In my discussion of the next property, I offer a further argument in favour of referential diversity.2. Metalinguistic demonstrations can be iterated (repeated), a property usually described as recursiveness, and which has given rise to some controversies. Some demonstrativists, notably Cappelen & Lepore, because they hold the interior of a quotation to be semantically inert, have rejected the idea of recursiveness. I think, however, that their rejection comes from their failure to discern several types of recursiveness. In my dissertation, I have distinguished three; I shall only sketch two here.“ ‘Boston’ ” is an autonym.Typographical recursiveness: hardly very interesting, since it is a mechanical operation that can be repeated at will.The next pair of examples throws a more interesting light on the matter:‘Boston’ is a six-letter word.In each utterance of the previous example, “ ‘Boston’ ” is used to refer to an orthographic formBoston enclosed in two pairs of quote marks refers to particular tokens of Boston in a single pair of quote marks, as are produced when uttering a token of the first sentence, ‘Boston’ is a six-letter word. In each utterance of that sentence, the subject, ‘Boston’, itself refers, this time to the name Boston. This means that we have a situation in which an autonym refers to another autonym which also refers: reference here is iterated.This is actually no problem for the assumption of the inertness of the interior of the quotation, because reference is directed outwards: the interior of the quotation itself (the token displayed) remains inert. Note that referential recursiveness is only possible when one has a meta-quotation that refers to a token that is itself a referential autonym. This confirms the need for the theory to accommodate reference to particular tokens.I have made further use of the theory of metalinguistic demonstrations in Chapter 6 of the thesis, which is devoted to sketching a typology of metalinguistic demonstrations. In this connection, I have tried to bring together different types of discriminating factors that had been used in previous classifications (syntactic, semantic, pragmatic, typographical, lexical). These did not seem to be compatible from the outset, but then I realised that they might perhaps all be integrated into a single typology if I adopted an interpreter’s perspective. I reflected that that perspective provided a criterion for determining which characteristics of metalinguistic demonstrations would count as relevant variables for a typology: only those that made a ‘difference for the interpreter’ (i.e. affected his/her interpretative processes) would be retained.I also took advanatge of the general theory for the interpretation of utterances that has been set out in some recent publications, notably by Bach and Recanati (and which I outline in Chapter 3 of the thesis), and eventually reached what I regard as a decent result. Moreover, I also made a couple of interesting discoveries. The first one is that quite a bit of the interpretation of an utterance takes place at a ‘pre-interpretative’ level, that is, befor a sentence has been clearly identified (disambiguated). In particular, there are significant pictorial aspects of metalinguistic demonstrations that enter into the disambiguation process rather than into interpretation proper. The second one is that there is an impressive number of aspects of meaning that are linked to the speaker’s intentions, and should theoretically require access to the wide context of an utterance to be processed, that can be accessed at very low (semantic) levels of interpretation.In the final part of this presentation, I wish to examine a couple of instances of hybridity that face the theory with a more serious challenge than example 5 on the first slide. That example was easily explained in terms of simultaneous use and mention (the standard account in the literature): the same sequence, military action, was used ordinarily and, secondarily, demonstrated as being a particular form of euphemism. Other hybrids, on the other hand, do not lend themselves to such an analysis in a straightforward way. The first example I wish to bring up raises an interesting problem in connection with the notion of grammaticality:Robbe-Grillet describes himself in his introduction as “volontiers professeur de moi-même”.This can be rewritten as a pair of sentences, one for use the other for mention. We get:Use :Robbe-Grillet describes himself in his introduction as volontiers professeur de moi-même.Mention :Robbe-Grillet uses the expression “volontiers professeur de moi-même”.Although the mention line raises no special issues, there are great doubts as to the grammaticality of the ordinary-use line: a language-shift occurs in the middle of the sentence, and is not signalled by any marker, unlike in the initial hybrid. Though Recanati’s framework allows for language-shifts, and could therefore be relied on to argue that the correct interpretation can be ascribed to the French words in the example, it does not state rules determining at which spot in an utterance such a shift is acceptable grammatically. In other words, it says nothing about the possibility of a grammar that would straddle English and French. Fortunately, the idea of such grammars is supported by the limited research that has been carried out about code-switching. So, there may be theoretical backing for the assumption that the use line may after all be grammatical (with respect to a hybrid grammar).Note that these remarks are valid, I believe, not just for the use line of the twofold paraphrase, but for the initial hybrid too. Indeed, it is not clear — though some would be ready to say so — that the presence of quote marks is enough to alter the grammaticality of an utterance.Note also that an example like the previous one is a reminder of an essential fact about the work of language scholars: they start out to describe and/or explain some empirical data they find significant. But as things get more complicated, they must continually make decisions as to what must be acknowledged as relevant data for their research. Every step of the way, there may be a temptation to dismiss data — in the present case, on grounds of ungrammaticality — because these data threaten the validity of the theory being devised. Here, thanks to an analogy with grammatical accounts of code-switching, a case can be made for the grammaticality of utterances like the one under consideration. It is these kinds of extensions that broaden the linguist’s horizons and make research worthwhile.The second example I wish to examine raises interesting issues concerning iconicity. Though I have said nothing about it so far, iconicity is perhaps the single most important notion in any discussion of metalinguistic demonstration. In a nutshell, the basic assumption about ‘how such a demonstration makes sense’ is that the tokens displayed in a mentioning utterance are iconically related to the target of the demonstration. Iconicity can initially be understood as a matter of formal resemblance (cf the first batch of examples on Slide 1). The following example shows that the notion must be made more flexble than that:Descartes said that man “is a thinking substance”.Use: Descartes said that man is a thinking substance.Mention: Descartes said “is a thinking substance”.It can be seen that the mention line of the paraphrase is truth-conditionally incorrect: Descartes did not produce a token of is a thinking substance, since he was writing in Latin, not English. What Descartes said was est res cogitans. This might be taken to imply that the relation between the English tokens displayed and the Latin target is not a matter of iconicity. I would, with several other writers, suggest another direction: There is iconicity in this example, but the concept must be understood to be flexible and adaptable to contextual constraints. I believe such a conception to be necessary if one wants to be able to account for metalinguistic demonstrations within a single explanatory framework. There are too many instances of quotations that are not supported by formal identity to maintain a rigid notion of iconicity. I have added a last example on the slideConclusionAlthough I originally aspired to a comprehensive survey of things metalinguistic, I cannot but concede that there are still multiple aspects of the reflexive use of language that need looking into. I believe, however, that I have been able to shed some light on some areas of the debate. For instance, I believe that my discussion of the recursiveness and referential diversity of autonyms goes one step further than previous discussions. In particular, I hope to have been able to show convincingly that, contrary to a widespread opinion, an autonym can refer to various object, notably individual tokens. When these results are added to an excellent theory like Recanati’s, one ends up with a powerful explanatory apparatus. Moreover, this apparatus has the added advantage that it can easily be integrated into the general theory for the interpretation of utterances which I have alluded to before.I have taken advantage of this compatibility to outline my interpreter’s typology of metalinguistic demonstrations. Whether that effort was entirely successful or not, I think it has incidentally provided an excellent testing ground for the general theory. If only in that respect, the attempt was worth a try, since it shed light on the importance of pre-interpretative processes and on the conventional encoding of aspects of meaning that are otherwise heavily dependent on speaker’s intentions.Finally, I believe that the work doen in Chapter 8 has brought to the fore a number of question that deserve to be investigated at greater length in future. There are still dark areas in the study of world/language hybrids, but there also more general questions, e.g. regarding grammaticality and iconicity that need looking into. / Doctorat en philosophie et lettres, Orientation langue et littérature / info:eu-repo/semantics/nonPublished

La thèse consiste en une mise en rapport aux plans notionnel et empirique de la valeur saussurienne et de l’archétype jungien. L’intérêt d’établir une telle corrélation est d’étudier les valeurs archétypales dans une perspective néo-saussurienne. Pour ce faire, la notion de valeur dans les manuscrits saussuriens De l'essence double du langage est traitée dans son aspect double, différentiel et réflexif à la fois : cela permet aux différences articulées de se charger d’une expression métalinguistique. Les valeurs archétypales héritent alors de cette propriété double. La notion de valeur archétypale entre ainsi en interdépendance avec d’autres notions : celles de différenciation, de postélaboration, d’association, de catégorie, de niveau. Les valeurs archétypales héritent de deux particularités des archétypes jungiens : elles se présentent comme des conventions collectives sociales et comme des élaborations langagières systémiques à la fois. Pour assurer le cadre méthodologique de l’analyse, une division aristotélicienne est appliquée. Cela permet d’abord aux valeurs de s’articuler en valeurs génériques, spécifiques et numériques. Cela permet ensuite aux qualités archétypales d’assurer les différenciations. Dans la mesure où valeur et sens sont inséparables, cette étude des valeurs archétypales est aussi une étude sémantique qui se donne pour l’objectif d’étudier les représentations qualitatives du sens. / The thesis represents empirical and notional relationships between Saussure’s values and Jung’s archetypes. The aim is to study the archetypal values in a neo-Saussurean perspective. In order to achieve this aim, the notion of value in Saussure’s On the dual essence of language is presented as a dual phenomenon with a differential nature and a reflexive meta-linguistic nature at the same time. Thus, the archetypal values inherit this dual aspect. The notion of archetypal value appears as a complex one that enters interdependence with other notions, (differentiation and post-elaboration, association and category, generic, specific and numeric identities and levels). The archetypal values inherit two particular properties from Jung’s archetype. Therefore, the archetypal values appear as social and collective conventions, as well as language system elaborations. To provide relevant methodological framework for the analysis, the Aristotelian division is applied. In this way the values are generically, specifically and numerically differentiated. Then this method allows archetypal qualities to make the differentiation of the three types of values. Since the value and the meaning are inseparable, this study of the archetypal values also has a semantic aspect and aims to study the qualitative representations of the meaning.

The diploma thesis deals with English loanwords that were integrated into French during the past 5 years and became a part of metalinguistic corpus. There are two aims, on one hand, we will analyze English loanwords that entered general language dictionary in the past 5 years. On the other hand, using sociolinguistic research, we will try to find how native speakers perceive given loanwords. The text is divided into two parts, theoretical and practical. The theoretical part characterizes loanwords, describes individual types of loanwords, and discusses their general characteristics and codification. The practical part is dedicated to classification of loanwords codified in the given metalinguistic corpus and deals with their perception by native speakers. Key words: anglicisms, English loanwords, French, language borrowing, codification, metalinguistic corpus

The diploma thesis deals with English loanwords that were integrated into French during the past 5 years and became a part of metalinguistic corpus. There are two aims, on one hand, we will analyze English loanwords that entered general language dictionary in the past 5 years. On the other hand, using sociolinguistic research, we will try to find how native speakers perceive given loanwords. The text is divided into two parts, theoretical and practical. The theoretical part characterizes loanwords, describes individual types of loanwords, and discusses their general characteristics and codification. The practical part is dedicated to classification of loanwords codified in the given metalinguistic corpus and deals with their perception by native speakers. Key words: anglicisms, English loanwords, French, language borrowing, codification, metalinguistic corpus

L’expertise en orthographe requiert le développement de plusieurs types de connaissances et la possibilité d’y recourir volontairement, que l’on nomme compétence métaorthographique. Comme les élèves dyslexiques (ÉD) éprouvent d’importantes difficultés en orthographe, les objectifs de ce travail sont 1) de dresser un portrait de la compétence métaorthographique de 30 ÉD québécois, 2) de la comparer à celle d’élèves de même âge (n=25) ainsi qu’à celle d’élèves plus jeunes de même compétence écrite (n=24) et 3) d’établir des liens entre cette compétence métaorthographique et la compétence orthographique. Pour ce faire, trois tâches étaient demandées aux participants : 1) repérer et 2) corriger des erreurs orthographiques, puis 3) expliciter les motifs des corrections apportées. Les résultats indiquent que les ÉD obtiennent des résultats inférieurs aux deux groupes contrôles et que la compétence orthographique est liée à la compétence métaorthographique. / The ability to correctly spell words (orthographic competence) requires the development of orthographic knowledge and the ability to use that knowledge voluntarily (metaorthographic competence, Varin, 2012). Because dyslexic students have difficulties to spell words correctly, the goals of this work are 1) to describe the metaorthographic competence of 30 dyslexic francophone children (m= 11,34), 2) to compare their performance to those of 25 normally achieving children matched in age and to those of 24 younger normally achieving children matched in writing-level and 3) to establish links between orthographic and metaorthographic competences. To do so, four tasks were asked of the participants: 1) to identify spelling errors inserted in sentences, 2) to locate them in each word, 3) to correct them and 4) to explain their corrections. The results indicate differences in performance in function of the orthographic skill level and the nature of spelling errors.

Nous construisons dans ce travail de thèse une réflexion autour de la façon dont l’apprenant mobilise son expérience avec une deuxième langue lors de l’apprentissage scolaire d’une nouvelle langue et lors du déploiement de ses compétences dans cette nouvelle langue. A ce titre, nous examinons la façon dont différents élèves en Irlande, s’appropriant l’irlandais à l’école comme deuxième langue ou en immersion, s’appuient sur cette expérience avec l’irlandais lors de l’apprentissage du français et lorsqu’ils déploient leurs compétences en français. Nous proposons d’abord une analyse sociolinguistique de l’appropriation de l’irlandais, pour ensuite étudier l’incidence chez les élèves de leur expérience avec l’irlandais lorsqu’ils abordent une nouvelle langue à l’école. En mobilisant différents apports théoriques autour de la notion de compétence bilingue, nous examinons la façon dont les élèves s'appuient sur leur représentations des langues et de leur appropriation lorsqu'ils abordent l'apprentissage du français, ainsi que la façon dont ils déploient leurs compétences en langues, notamment lors de la lecture d'un texte écrit en irlandais et en français. Nous interrogeons ensuite les liens entre représentations et déploiement de compétences, pour enfin proposer une synthèse portant sur la transformation de l’atout bilingue en potentiel atout plurilingue. / This thesis explores various ways in which prior language learning experience is harnessed when acquiring and using a new foreign language. We specifically study how pupils in Ireland exploit their experience of the Irish language in the course of learning and using French at secondary school. After outlining a sociolinguistic analysis of the Irish language in Ireland, we focus on learning Irish as a second language, both through formal instruction and immersion programmes. Our theoretical framework is constructed around the notion of bilingual competence and its deployment in subsequent language learning. We then present the methodology used to ascertain how the pupils being studied report their representations of languages and language learning when acquiring a new language as well as the links between the deployment of competency in second and third language learning. We focus on the links between language and language-learning representations, and the deployment of different language competences, before concluding by reflecting upon ways in which the ‘bilingual advantage’ can be transformed into a ‘pluri-’ or ‘multi’-lingual advantage.

Cette recherche s’inscrit dans le champ de la didactique du FLE et de la communication médiée par ordinateur (CMO). L’étude se place dans une perspective interactionniste de l’acquisition d’une langue seconde (L2), selon laquelle l'apprentissage d'une L2 est facilité par les interactions interpersonnelles qui se produisent durant la réalisation d'une tâche. La recherche s'appuie sur le projet d'enseignement-apprentissage du FLE le « Français en 1ère ligne », qui met en relation des tuteurs en France et des apprenants américains de Berkeley dans un dispositif de visioconférence. L’objectif de l’étude est d’évaluer le potentiel acquisitionnel de ce dispositif, à travers l’analyse des séquences métalinguistiques déclenchées aux cours des interactions. Celles-ci constituent des épisodes où les interlocuteurs traitent les problèmes de code liés à l’intercompréhension et à la production langagière. En nous appuyant sur les principes de l’analyse conversationnelle d’inspiration ethnométhodologique, notre étude est empirique et principalement descriptive. La catégorisation des séquences métalinguistiques, la description du contexte situationnel d’apparition et des configurations interactionnelles, ainsi que l’analyse de la nature discursive des procédés utilisés pour solliciter l’aide du partenaire et réparer interactivement les obstacles linguistiques indiquent que les interactions vidéographiques en ligne sont susceptibles de déclencher des séquences métalinguistiques, similaires à celles produites en face-à-face. L’analyse de la multimodalité du dispositif, et plus précisément la façon dont les interlocuteurs ont recours aux différents modes de communication pour résoudre les problèmes de communication, montre les effets positifs de celle-ci sur l’apprentissage d’une L2. En effet, la multimodalité permet à l’apprenant une meilleure focalisation sur la forme et une prise de conscience plus efficace des écarts entre son interlangue et la langue cible. / This research contributes to the field of teaching and learning French as a Foreign Language and computer-mediated communication (CMC). Acquiring a second language (L2) is studied from an interactional perspective, according to wich learning a second language is facilitated through interpersonal interactions that occur during the execution of a task. The research builds on the teaching-learning project of the FFL " Français en 1ère ligne ," which connects tutors in France and American learners of Berkeley via a desktop videoconferencing tool. The aim of the study is to evaluate the potential of desktop videoconferencing through the analysis of the metalinguistic sequence triggered during the interactions. These sequences are episodes in which interlocutors address code problems related to mutual comprehension and language production. Based on the principles of conversation analysis with an ethnomethodological inspiration, our study is primarily empirical and descriptive. The categorization of metalinguistic sequences, the description of the situational context of appearance and interactional patterns, and the analysis of the discursive nature of the processes used to solicit the help of partner and repaired interactively language barriers, indicate that interactions through videoconferencing may trigger metalinguistic sequences, similar to those produced in face-to-face. The analysis of multimodality, focusing on how interlocutors use different modes of communication to solve communication problems, shows the positive effects on learning a second language. Indeed, multimodality allows the learner to better focus on form as well as a better awareness of the differences between his/her interlanguage and the target language.

Notre recherche doctorale, qui s’inscrit dans le champ de l’acquisition d’une troisième langue et du plurilinguisme, a pour objectif d’apporter une meilleure compréhension du fonctionnement de la compétence plurilingue. Elle cherche plus particulièrement à déterminer si les langues d’un plurilingue jouent des rôles distincts dans l’acquisition d’une nouvelle langue au niveau des interactions translinguistiques lexicales et syntaxiques et si ces phénomènes sont associés. Elle examine également les activités métalinguistiques et translinguistiques permettant aux apprenants de gérer et d’appréhender la langue cible. Pour ce faire, nous avons réalisé onze études de cas de locuteurs de l’espagnol et de l’anglais avec des niveaux variés en français L3+. Ces participants ont été soumis à trois tâches de production orale. Afin prendre en compte la nature complexe des interactions lorsque les langues en contact sont typologiquement proches et lorsque différents domaines linguistiques sont examinés, nous avons adopté une approche mêlant travaux menés dans le champ de l’acquisition d’une L3 à ceux menés dans l’étude des contacts de langues. Par le biais d’une analyse quantitative et qualitative, notre travail a mis en évidence le fonctionnement de la compétence plurilingue de nos participants. Ils activent en effet toutes leurs langues à des degrés divers, au niveau de différents types d’ITL, propriétés syntaxiques et domaines linguistiques. Nos participants mobilisent, par ailleurs, leur conscience métalinguistique et translinguistique afin de mieux appréhender la LC et gérer leur production en recourant à des cognats, à des consultations translinguistiques et à des inférences. / This research is set within the fields of third language acquisition and multilingualism with a focus on developing our understanding of how multilingual competence functions. The research attempts to determine if the languages of a multilingual play distinctive roles in the acquisition of a new language specifically regarding the lexical and syntactic components in crosslinguistic interactions, and whether there is convergence between these phenomena. The research also examines the metalinguistic and crosslinguistic activities which allow learners to manage and comprehend the target language. The data for this research was collected from eleven case studies of speakers of Spanish and English with a variety of levels of proficiency in French. Participants were required to complete three speaking tasks. Approaches sourced from research from the fields of third language acquisition and language contact were utilised and developed to capture the complexity of the interactions, the typological relationship among the languages in contact, and the varying levels of the languages under examination. Using quantitative and qualitative analysis this research demonstrates how multilingual competence operates. The data indicates that participants activate all their languages to different degrees relating to different types of crosslinguistic interactions, syntactic properties and level of language. Participants also typically resort to their metalinguistic and crosslinguistic awareness to help them comprehend the target language and manage their output by the use of cognates, crosslinguistic consultations and inferences.

Cette étude porte sur les cultures métalinguistiques dans l’enseignement et l’apprentissage des langues en Corée du Sud, en particulier pour le français, dans l’enseignement secondaire. Cette recherche a pour objectif d’identifier les caractéristiques de la culture éducative en jeu dans l’enseignement des langues au travers des instructions officielles, livres du professeur et manuels des trois langues (coréen, anglais, français). Dans le contexte scolaire coréen, les apprenants de français suivent les mêmes parcours linguistiques que leur enseignant (coréen langue maternelle, anglais première langue étrangère, seule possible). Nous avons essayé de déterminer l’influence de l’ordre de ce déroulement pour l’apprentissage (coréen, anglais, français), en examinant les discours pédagogiques et les descriptions linguistiques qui figurent dans les manuels des trois langues, tous conformes aux normes de la 7ème Réforme du curriculum. Plus particulièrement, nous pensons avoir montré, par une analyse des livres du professeur et des manuels de français, en quoi les cultures métalinguistiques et éducatives repérables dans l’enseignement du français sont influencées par les cultures métalinguistiques et éducatives qui interviennent lors de l’apprentissage des langues coréennes et anglaises. Les auteurs coréens de manuels de français font appel à des notions provenant de la description des langues coréenne et anglaise, quand il n’y a pas d’équivalent entre langue cible et langue source. / This study bears on the metalinguistic culture that can be found in the teaching of languages in South Korea, at the level of secondary school, especially concerning French. This research aims at identifying which kind of educational culture is involved in the teaching of foreign languages as dispensed in the official instructions and the teacher’s guides and textbooks on the three languages [Korean, English, French]. In the school context, Korean learners follow the very same course in their study of foreign languages as their teachers previously did [Korean native tongue, English as only possible first foreign language]. We tried to determine whether there is an influence related to the order of this obligatory learning sequence [Korean, English, French], by examining the pedagogical discourses and linguistic descriptions which appear in the textbooks on the three languages, all texts coming from the 7th Reform of the curriculum. More particularly, we think we have shown, on the basis of an analysis of the textbooks and teacher’s guides on French, in which way metalinguistic and educational cultures that can be detected in the teaching of French are influenced by the metalinguistic and educational cultures which were referred to during the learning of Korean and English languages. The Korean authors of textbooks on French call upon concepts coming from the description of Korean or English languages, when there is no available equivalent between the target language and the source language.

Made available in DSpace on 2016-03-15T19:45:30Z (GMT). No. of bitstreams: 1 AnaRozaSilva.pdf: 540125 bytes, checksum: 3b72286d80582d382f890d668126b68b (MD5) Previous issue date: 2007-02-02 / Fundo Mackenzie de Pesquisa / This paper aims to comprove the personality of the talented chronicler, Rachel de Queiroz. The focus of the study is the stylistic dimension of the chronicles published in the section Última Página, of the magazine O Cruzeiro, in 1940 at 1970. Her style is based on exploration of the linguistics standards like colloquiality, some grammatical categories of the textual functions, the metalinguistic function and the parenthesis s discursive-textual functions. / O objetivo deste trabalho de pesquisa é comprovar o perfil da habilidosa cronista, Rachel de Queiroz. Em decorrência desse propósito, o foco do estudo é a dimensão estilística das crônicas publicadas na seção Última Página da revista O Cruzeiro no período de 1940 a 1970. O estilo da cronista é criado com base na exploração de marcas lingüísticas de coloquialidade, de certas categorias gramaticais de função textual, da função metalingüística e das funções discursivo-textuais dos parênteses.