Notre thèse s’inscrit dans le domaine de l’acquisition du Français Langue de Scolarisation (FLS) et Langue Seconde (L2) en plurilinguisme. Elle s’intéresse aux usages du lexique des verbes chez les collégiens francophones, pour lesquels nous esquissons des solutions à l’enseignement-apprentissage de ce lexique. L’objectif est de comprendre quels sont les verbes mobilisés par les collégiens de L2 pour exprimer des procès à l’oral. Nous nous appuyons sur un corpus oral collecté auprès des pré-adolescents et adolescents scolarisés dans la ville Camerounaise de Yaoundé. Les données empiriques ont été réunies, traitées, transcrites et codées conformément au protocole de traitement CHILDES (Child Language Data Exchange Système). Ainsi, la commande FREQ de CLAN a mécaniquement fourni des inventaires complets de verbes avec leur fréquence respective que nous avons classé par familles sémantiques après lemmatisation. Cette procédure nous permet de dégager le potentiel communicatif le plus fondamental des jeunes que devront corriger, accroitre ou organiser les cours de vocabulaire. Nos analyses sont basées sur l’étape de la formulation, sur le niveau conceptuel et discursif. Nous interrogeons les facteurs qui influencent l’acquisition du lexique verbal. / We are pondering over the acquisition of French as the language of education and as a second language in a multilingual situation. Our research study centers on the uses of verbs by French-speaking students. We propose some solutions for the teaching-learning of this vocabulary. The objective is to understand the verbs mainly used by secondary school pupils learning and speaking French as a second language. We have collected our corpus of analysis from pre-adolescents and adolescents in Yaoundé, Cameroon. These data were cross-checked, transcribed, processed, and coded in conformity with the processing protocol of CHILDES,( Child Language Data Exchange System). Hence the FREG command mechanically provided us with an exhaustive list of the verbs and the frequency at which they are used. These verbs were grouped according to their semantic contents after LEMMATIZATION (using the headword technique). This method enabled us to dig out the most fundamental communicative potential of the youngsters who will have to improve on, increase or organize vocabulary classes. Our analyses are concerned with the formulation phases, the conceptual and discursive levels. We are questioning the factors which influence the acquisition of verbal terms.

This study examines the effects of Song and Involvement Load on the acquisition and retention of lexical items by beginner learners of Italian. Lexical acquisition is investigated via an incidental learning experiment that is based on the premise that growth in L2 vocabulary results from rehearsal and repeated exposure to lexical items in a variety of contexts. More specifically, the study hypothesizes that Song contributes to subvocal rehearsal, a mechanism that facilitates the retention of phonological information. In addition, the study hypothesizes that Involvement Load, as posited by Laufer and Hulstijn (2001), contributes to retention through “elaborate processing”(Craik & Tulving, 1975) of lexical items. In order to evaluate participants‟ lexical acquisition, an experiment with pretest/posttest design was carried out. Participants were divided into one of five groups consisting of a Control Group and four treatment groups. Treatment groups were exposed to a Song either in a sung condition or read as a poem (i.e. without music) while the Control Group completed only the pretest and posttests. Treatment groups also completed lexical tasks designed with either low or high levels of Involvement Load. The pretest and posttests (administered at four and eight weeks respectively after the pretest) were based on Paribakht and Wesche‟s (1996) Vocabulary iii Knowledge Scale. It was hypothesized that in the case of both short-term acquisition (four weeks after the pretest) and retention (eight weeks thereafter) (i) participants exposed to Song would obtain higher scores than participants only exposed to the lyrics; (ii) participants completing High Involvement tasks would score higher than participants completing Low Involvement tasks; and (iii) the effects of Song would be greater than the effects of Involvement Load on test scores. Results indicated that at both posttests, participants exposed to Song obtained higher scores than participants only exposed to lyrics (p=0.004). Additionally, participants carrying out High Involvement tasks scored higher than participants carrying out Low Involvement tasks (p=0.017). However, a comparison of the strength of the effects of Song and Involvement Load on acquisition and retention of target items yielded inconclusive results (p=.383). The validation of many of the hypotheses suggests that song and involvement load are effective in the acquisition and retention of L2 lexical items and should be implemented in the L2 curriculum.

This study examines the effects of Song and Involvement Load on the acquisition and retention of lexical items by beginner learners of Italian. Lexical acquisition is investigated via an incidental learning experiment that is based on the premise that growth in L2 vocabulary results from rehearsal and repeated exposure to lexical items in a variety of contexts. More specifically, the study hypothesizes that Song contributes to subvocal rehearsal, a mechanism that facilitates the retention of phonological information. In addition, the study hypothesizes that Involvement Load, as posited by Laufer and Hulstijn (2001), contributes to retention through “elaborate processing”(Craik & Tulving, 1975) of lexical items. In order to evaluate participants‟ lexical acquisition, an experiment with pretest/posttest design was carried out. Participants were divided into one of five groups consisting of a Control Group and four treatment groups. Treatment groups were exposed to a Song either in a sung condition or read as a poem (i.e. without music) while the Control Group completed only the pretest and posttests. Treatment groups also completed lexical tasks designed with either low or high levels of Involvement Load. The pretest and posttests (administered at four and eight weeks respectively after the pretest) were based on Paribakht and Wesche‟s (1996) Vocabulary iii Knowledge Scale. It was hypothesized that in the case of both short-term acquisition (four weeks after the pretest) and retention (eight weeks thereafter) (i) participants exposed to Song would obtain higher scores than participants only exposed to the lyrics; (ii) participants completing High Involvement tasks would score higher than participants completing Low Involvement tasks; and (iii) the effects of Song would be greater than the effects of Involvement Load on test scores. Results indicated that at both posttests, participants exposed to Song obtained higher scores than participants only exposed to lyrics (p=0.004). Additionally, participants carrying out High Involvement tasks scored higher than participants carrying out Low Involvement tasks (p=0.017). However, a comparison of the strength of the effects of Song and Involvement Load on acquisition and retention of target items yielded inconclusive results (p=.383). The validation of many of the hypotheses suggests that song and involvement load are effective in the acquisition and retention of L2 lexical items and should be implemented in the L2 curriculum.

Literature-based, whole language program -- comprehension and vocabulary development -- Intermediate grades.

Research indicates a need for upgrading vocabulary development in the elementary school classroom. The purpose of this project is to aid in developing the young child's vocabulary as a foundation for future reading. By means of oral presentations of the children's literature and activities centered on the vocabularies generated by these selections, students will have the opportunity to expand their store of words and meanings.