Cette thèse propose une exploration synchronique du paradigme des quotatifs en anglais oral, suite à l’avènement dans ce groupe fonctionnel de deux nouvelles formes, GO et BE LIKE, apparues il y a moins de cinq décennies. Elle s’inscrit dans la continuité de plusieurs études antérieures visant à rendre compte du système quotatif de l’anglais depuis les phases précoces de ce changement linguistique désormais avéré. À partir d’un corpus de données originales, cette thèse examine les différentes fonctions pragmatiques, interactionnelles et discursives des quotatifs afin de mettre au jour certains facteurs de distribution de ces marqueurs en discours. L’approche adoptée est à la fois polysystémique, pluri-théorique et multimodale : la langue est un système complexe, dans lequel plusieurs sous-systèmes interagissent pour participer à la construction de l’interaction. Afin de rendre compte de cette multiplicité, l’application conjointe de plusieurs systèmes d’analyse et de plusieurs approches théoriques est indispensable. Cette thèse tient également compte de la dimension multimodale de la langue orale. Elle examine, qualitativement et quantitativement, les fonctions accomplies par les quotatifs en termes de représentation, de réitération d’événements antérieurs et de performance. Elle propose également un tour d’horizon des diverses stratégies narratives attribuables aux quotatifs lorsqu’ils participent conjointement à la construction de séquences dialoguées. Ce travail montre qu’en définitive, ce n’est que par la combinaison de plusieurs grilles d’analyse qu’il est possible de réduire le nombre d’événements imprévisibles dans les productions de la langue orale en interaction. / This thesis gives a synchronic account of the quotative paradigm in oral English, subsequently to the recent arrival of the new introducers GO and BE LIKE less than five decades ago. It stands in the wake of earlier studies that have aimed at analysing the quotative system of English since the earliest phases of this recently attested change in progress. The study was carried out on a corpus of original data, the Cambridge Student Corpus, which contains semi-guided dyadic conversations between British and Irish native speakers. This thesis examines, from an empirical point of view, the various pragmatic, interactional and discourse functions of quotatives in order to shed light on their complementary distribution in oral interaction. The chosen approach is polysystemic, multi-theoretic and multimodal. Language is a complex system, within which several sub-systems interact to participate in building spoken interaction. In order to account for this complexity, it is necessary to apply several methods of analysis and various linguistic theories simultaneously. This thesis also takes into account the multimodal aspects of oral interaction. It gives a qualitative and quantitative account of quotatives with respect to their functions of representation, reiteration of prior events and multimodal performance. It also examines various narrative strategies that these markers may implement as they participate together in the elaboration of sequences of dialogue. This work illustrates the notion that only through a combination of different methods can the analyst reduce the number of unexplained events that occur in oral interaction.

This quantitative study derived from an on-going federal experimental research project targeting Spanish-speaking English language learners (ELLs) receiving services in four program models: control/experimental transitional bilingual education (TBE) and control/experimental structured English immersion (SEI). The purpose of my study was (a) to capture the growth trajectory and rate of oral English acquisition, (b) to investigate the role of oral English development in acquiring English reading skills, and (c) to compare program models in order to identify practices that promote ELLs’ English oral and reading competency at the early elementary level. Structural equation modeling was utilized. Participants consisted of 534 Spanish-speaking ELLs who started at kindergarten and continued through first grade in their respective models. Striking similarities were found among the four instructional models that English oral proficiency improved significantly (p < .05) in a linear fashion over two years. However, the magnitude differed in that the experimental TBE demonstrated a steeper growth (p < .025) than that of the control group that started at the same level. Even though experimental SEI group started at a much lower level in oral English, they progressed at a rate significantly higher (p < .05) than that of the control group. In relation to English reading comprehension, for experimental SEI groups, the initial level of English oral proficiency is of great concern in reading achievement (p < .05). For both TBE groups, effective intervention is desired because the growth of English oral proficiency strongly impacts reading achievement (p < .05), and, in addition, initial level strongly predicts reading comprehension. The intervention was successfully implemented so that students advanced to a substantial amount in academic English oray. It is also evident that first language (L1) instruction did not impede the learning of a second language. On the contrary, for those students receiving a larger proportion of L1 instruction, alterations in program models are needed to nurture English oracy at a faster rate of growth, which in turn facilitates English literacy acquisition. Findings also indicate that without effective English intervention, students placed in control TBE classrooms remain below all the students in oral English proficiency.

This study examines the problems involved in oral English teaching in the Chinese tertiary institution Erwai (the Beijing Second Foreign Language Institute). In the study the author analyses oral English teaching in China based on his experience as a teacher of English in China, his two-year study experience as a student in Australia, interviews with colleagues, and class observation of oral English teaching by Australian teachers in the C.C.A.E. Special English Programme. Some materials from Erwai are also drawn on in the study, such as Erwai-compiled textbooks and the Erwai teaching curriculum. During the study the author has referred to many books and journals on TESOL in various libraries in Canberra. The theoretical knowledge and teaching techniques learned in the TESOL Programme at the Canberra College of Advanced Education have also helped the author carry out this study. Chapter One introduces the background to the problems which exist in oral English teaching in China. It emphasises the importance of Chinese teachers' having a clear understanding and a good command of a wide range of techniques in teaching oral English. Chapter Two examines some approaches now used in oral English classes at Erwai. This chapter also analyses students' motivation to learn oral English, the teachers' performance in oral English classes as well as when and how to correct students' mistakes in their oral English. Some practical oral activities which Erwai has arranged for present students and is thinking of arranging for future students are also discussed in this chapter. Chapter Three identifies and analyses in more detail theories of teaching oral English such as the audiolingual method, counselling learning, the direct method and the eclectic approach. In Chapter Four some activities are suggested to make oral classes more enjoyable. In second year oral English classes, repetition and situational dialogue are far from enough for teaching oral English. Short plays and skits can be used to enrich the oral English classes. This chapter also discusses the observation of oral English classes by Australian teachers in the C.C.A.E. Special English Programme. Chapter Five considers the choice of materials and the application of materials in class. Oral English materials used at Erwai at the moment mainly come from two sources: home-produced materials compiled by Erwai or other foreign language institutes in China, and some commerciallypublished materials imported from foreign countries. There is another source which can be used in teaching oral English - materials compiled on the basis of authentic materials such as excerpts from magazines and newspapers. In the conclusion it is pointed out that many suggestions have been made in the study about oral English teaching techniques and materials. It is hoped that such suggestions have practical value in improving the level of oral English in China in line with the country's present needs. At the same time new techniques require ample opportunity for trying out in practice before their full effectiveness will become apparent.