The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.

本研究源自於McLuhan「媒介就是訊息」的說法。研究者認為，關於媒介與人類心靈間的互動關係，如果真如麥氏所說，不同的媒介使用會造成不同思維及傳播方式的話，那麼或許我們可以反過來進一步提問，未受過文字教育，不使用「文字」做為思維溝通工具的文盲，怎麼思考及口語表達？他們的思考方式又和受過文字教育的人有什麼不同？ 事實上，本文的主要研究問題與目的，並非只在說明文盲的口語表達行為，更重要的是，研究者試圖以媒介使用差異為切入點，建立一套解釋人類口語表達行為的初步架構，而這個解釋架構的完成，則需透過文盲口語表達行為的觀察與說明而來。 在本文中，研究者特別強調報導人所處整體「媒介文化」情境對其思維與行為的影響性，並透過文獻檢閱及十五位報導人田野觀察的過程，研究者將媒介定義為一種「文化工具箱」，研究者並進一步以這兩個概念，延伸McLuhan「媒介就是訊息」的概念，提出本研究的解釋架構： 非單一媒介，而是人們所處的整體「媒介文化」影響人們的口語表達行為。不同的媒介文化會形塑不同的文化工具箱，在日常生活的口語表達行為中，人們即是利用這些文化工具箱，來解決問題及達成目的；但反過來說，這些文化工具箱也會限制和影響人們所思所為。 在此，「媒介文化」一詞，指的是以思維溝通工具為首，所創造出的文化環境，與傳統傳播學中指涉的媒體內部文化意義並不相同。「文化工具箱」指的則是那些經由所處文化形塑而來的各式有形及無形的成套工具。在本文中，研究者調特別強調，文化工具箱是以多重成套的方式共存。亦即，在解決某一問題時，我們腦中同時可能存有多個甚至相互衝突的文化工具箱，人們即是利用這些共存的多重文化工具箱，選擇出適當的問題解決工具。故而我們可以說，在解決問題的過程，人們仍具有相當程度的自主性。 另外，必須強調的是，本文在媒介文化中所提的口語/文字/電子文化分類，並非是個截然二分的概念，而是一種「偏向」。因為現存文化中，大半同時包含了口語、文字和電子文化的作用，只不過不同的媒介文化，在其中所造成的作用力有其大小罷了。故而本文以口語和文字/電子偏向文化稱之，旨在說明口語/文字/電子文化的連續和混合特性。 同樣的，在本文中，文化工具箱也是種「偏向」概念，亦即，文化工具箱的形成與使用，並非處於一種截然二分的狀態，而是種習慣的傾向，故而某些文化工具箱，也許較常在口語文化偏向或口語人身上使用，但並不意謂著文字/電子文化偏向或文字/電子人，就不使用這些文化工具箱，只不過相對上來說，使用的技能和頻次可能少了些。 至於這個文化工具箱使用的選擇偏向，主要與我們的生活/生長環境有關，生活/生長於某媒介文化中人，因為從小到大就身處在一個使用該文化所形塑的文化工具箱的環境中，所以會偏向選用該文化所形塑之工具箱，且使用技能較佳。 / This study tries to establish a media theory to explain the oral expression of people. In this study we propose some ideas through the filed observation of 15 illiterate’s oral expression and the literature review. First, not media only factor but the whole media culture affects people’s thinking way and oral expression. Second, all media are cultural product, so we call them cultural tool-kit. And when people use a media to solve some problems, they must be affected by the culture. Third, sometimes we choose the different cultural tool-kit to solve the same problem, so tool-kit’s use is a kind of people’s actively choice process. Fourth, the choice process of cultural toolkits is a kind of bias behavior. The people growing in a oral media culture bias to use oral media cultural toolkits to solve problems. Fifth, although we actively use cultural toolkit to solve problems in our everyday, but these cultural toolkits also affect our thinking way and oral expression.

Cette thèse, qui s’inscrit dans le domaine de l’acquisition des langues étrangères, a pour objectif de comprendre comment les étudiants chinois, au cours de l’acquisition du français, expriment la référence spatiale (la localisation et le déplacement dans l’espace) lorsqu’ils s’acquittent d’une tâche verbale complexe. Nous avons effectué une étude longitudinale de trois ans, en recueillant des productions orales narratives à trois reprises, auprès de 22 apprenants de la même classe, avec des supports en images : Le Chat et Le Cheval respectivement aux deux premiers cycles, et Frog, where are you ? à chaque cycle. Cette procédure permet non seulement d’observer l’acquisition de la spatialité en français de tous les apprenants à un moment donné, mais aussi de mettre en lumière la progression acquisitionnelle de chaque apprenant dans le temps. Basée sur des analyses aux niveaux phrastique, conceptuel et discursif, nous essaierons de trouver les facteurs qui influencent l’expression de la spatialité en français, et de proposer des solutions pédagogiques en fonction des difficultés identifiées chez les apprenants, en vue d’améliorer l’acquisition de la spatialité dans le contexte de l’enseignement du français en Chine. / This thesis intervenes in foreign language acquisition, and has an objective to understand how Chinese students in university learn French space expression. I have thus conducted a three-year research and carried out three corpus collections with 22 Chinese learners from the same class, respectively in the first three years in French learning. The Chinese learners are required to tell a story according to the pictures. In every collection, all learners are assigned to tell the Frog story; in the first two collections the additional Cat and Horse stories are respectively required. From the collected corpus, each learner are fully studied, including the space expressions at specific stages and the progress in three-year period. The analysis based on the data has been carried out in the three levels: the sentence level, the conceptual level and the discursive level. It is aimed to find the factors which influence the space expression in French. Moreover, the thesis provides teaching solutions according to the learning difficulties identified in the corpus.

La importancia de la dimensión afectiva que acompaña el proceso de adquisición de lenguas extranjeras es indiscutible. Sin embargo, a pesar de esta realidad, y de la evolución de los enfoques comunicativos como métodos de enseñanza de idiomas, la literatura continúa asegurando la existencia de aprensión lingüística en el aula y su efecto debilitador en el proceso de aprendizaje de una nueva lengua. Este estudio tiene como objetivo examinar cómo el aprendiz experimenta la variable de la ansiedad al expresarse oralmente y en qué medida el profesorado de lenguas extranjeras puede lograr crear condiciones en la clase que reduzcan los niveles de ansiedad. En este trabajo utilizamos la revisión sistemática de literatura como estrategia de investigación, un método que constituye una buena herramienta, permitiéndonos sintetizar coherentemente, de forma rigurosa, los resultados de los estudios empíricos sobre el fenómeno de la ansiedad. Los análisis revelan, en primer lugar, que los síntomas experimentados por aprendices de una nueva lengua suelen manifestarse en cada uno de los niveles que integran al individuo, en un nivel emocional, psicológico, fisiológico, de comportamiento y psicopedagógico; en segundo lugar, los investigadores plantean diversas estrategias a nivel psicológico, pedagógico y socio ambiental con el objetivo principal de incrementar en el aprendiz una serie de recursos personales para hacer frente a la ansiedad. Comentamos las implicancias pedagógicas de estos resultados para una mejor comprensión de la ansiedad y del aprendizaje de una lengua extranjera. / The importance of the affective dimension that accompanies the process of language acquisition is indisputable. However, despite this, and the evolution of communicative approaches to language teaching, scientific literature continues to point at the obstructing effect of anxiety on the language learning process. This study aims to examine how the students of foreign languages experience the anxiety variable when expressing themselves orally, and to what extent the teachers in the foreign language classroom can create conditions that reduce anxiety levels. In this paper we conduct a systematic evidence-based literature review as research method. This investigation model seeks to comprehensively cover the field in order to find the best evidence on the subject with methods that are both explicit and transparent. The analysis reveals, firstly, that high anxiety levels are experienced at five different levels: emotional, cognitive, physiological, behavioral, and in a psychoeducational level; secondly, the body of knowledge suggest several psychological, educational and social environmental strategies for helping students to cope with anxiety. The implications of these results for a better understanding of anxiety and foreign language learning are discussed.

To learn a language successfully, one needs to incorporate terms which are used commonly by native speakers but cannot be found in dictionaries. Words like uh-huh, oops, ouch, and brrr, are some examples of these terms. These expressions, commonly categorized under such linguistic labels as interjections (Ameka, 1992), alternants (Poyatos, 2002), and response cries (Goffman,1981), are what Dr. Lynn Henrichsen (1993) and Rebecca Oyer (1999) termed Unorthodox Oral Expressions (UOEs). These utterances are considered unorthodox because many of them are not formal or standard English words. Because of that, “we do not consider them part of the productive system of English,” so English dictionaries and textbooks rarely include these words (Luthy, 1983, p.19). Also, they are used mostly in informal speech rather than in formal written English. Hence, non-native English learners usually don’t have the opportunity to learn these informal utterances in English classes (Chittaladakorn, 2011; Oyer, 1999).Though unorthodox, these expressions are important for English language learners (ELL) to learn so that they will be able to carry out more natural and native-like conversations and understand what these utterances mean when native speakers use them. Because UOEs are so under-taught and there are so few teaching UOEs, there is a great need for a UOE dictionary that includes not only pronunciation and meaning, but also the syntactic features and semantic and pragmatic functions of these expressions. This project includes the creation of an online UOE dictionary to fill that need in English language acquisition.

Cette étude relève de la didactique du français en tant que langue étrangère. Elle s’inscrit dans la réflexion sur les liens entre les processus des réflexions d’ordre supérieur (l’analyse, l’évaluation et la création) et le processus de l’apprentissage du français. Elle porte sur le développement des sous-compétences de l’expression orale en français selon l’hypothèse qu’il existe des liens entre la réflexion et l’oral, et qu’il est possible de développer les sous-compétences de l’expression orale en utilisant le programme de réflexion « thinking curriculum » TC. Pour ce faire, notre étude portera sur deux études : une étude théorique qui vise à comprendre ces liens, à savoir la différence entre une réflexion en langue et sur la langue, et à étudier le programme de réflexion et son rôle dans le développement des compétences langagières. Une autre étude sera menée, c’est une étude de terrain qui vise à élaborer des unités d’enseignement basées sur le TC et un test de l’expression orale afin de mener une étude expérimentale et prouver l’hypothèse de la recherche. Cette étude de terrain sera menée sur des élèves d’origines étrangères dans une classe d’accueil dans la banlieue parisienne. / This study lies in the field of teaching of French as a foreign language. It is part of the debate on the links between the processes of higher order thinking (analysis, evaluation and creation) and the process of learning French. It focuses on the development of sub-skills of oral expression in French by virtue of assumption that there are links between thinking and speaking, and that it is possible to develop the sub-skills of oral expression using the thinking program (known as "thinking curriculum" TC). To do this, our study will focus on two studies: a theoretical study to understand these linkages, namely the difference between a language and reflection on language, and study the thinking program and its role in the development of language skills. Another study will be conducted, it is a field study that aims to develop teaching units based on the TC and to elaborate a test of oral expression to conduct an experimental study and prove the hypothesis of the research. This field study will be conducted on students of foreign origin in a reception class (a class welcoming to foreign born learners) in the Paris suburbs. / تُجرى هذه الدراسة في مجال فلسفة تعليم (ابيستمولجية طرق تدريس) اللغة الفرنسية كلغة أجنبية. وتستند على التفكير على العلاقات القائمة بين عمليات التفكير العليا (التحليل ، والتقييم ، والابتكار) وعملية تعليم اللغة الفرنسية. فهي تهدف إلى تنمية مهارات التعبير الشفهي باستخدام منهج التفكير. ولتحقيق ذلك ، تم البحث وفقا لدراستين : الاولى نظرية تهدف إلى فهم هذه العلاقات ومعرفة الفرق بين التفكير في اللغة وباللغة ، وكذلك دراسة منهج التفكير ودوره في تنمية المهارات اللغوية. اما الدراسة الاخري فهي ميدانية تهدف إلى تصميم وحدات دراسية مبنية على منهج التفكير ، وتصميم اختبار شفهي بغرض عمل دراسة تجريبية واثبات فروض البحث. تتم الدراسة التجريبية على تلاميذ من اصول اجنبية داخل احدى الفصول الدراسية المخصصة لاستقبال التلاميذ الاجانب في احدى ضواحى باريس.