La présente recherche se situe dans le contexte chinois d’enseignement-apprentissage du français en tant que langue étrangère. Plus particulièrement, elle concerne l’article français dont l’emploi constitue un obstacle qui se dresse devant les apprenants sinophones dans leur parcours d’apprentissage du français. Les« règles » produites par les apprenants chinois dans une pré-enquête nous ont conduite à interroger les descriptions grammaticales de l’article français qui ont informé ces apprenants. Ces descriptions, proposées par les enseignants locaux, semblent prendre des formes variables par rapport à la description de référence de l’article français rédigée par les auteurs francophones. Ces formes de variations sont appelées contextualisation (DILTEC, 2011), qui renvoie à un ensemble de gestes d’adaptations, réalisées par les enseignants en fonction des cultures éducatives et métalinguistiques de leur public. L’étude consiste à examiner les descriptions grammaticales portant sur l’article français dans dix-neuf ouvrages de grammaire française élaborés par des auteurs chinois et édités en Chine. L’analyse porte sur la façon dont les auteurs locaux adaptent les descriptions de référence en fonction des connaissances à disposition des apprenants chinois. Les données analysées permettent de dégager onze modalités de contextualisation, basées sur le répertoire linguistique et les cultures éducatives et métalinguistiques des apprenants. Cette recherche débouche sur des réflexions critiques et des propositions d’amélioration en mettant les descriptions contextualisées à l’épreuve des descriptions linguistiques et des représentations des apprenants chinois sur l’article français / The present research is based on the background of French teaching as a foreign language in China. More particularly, it concerns the French articles because the use of this grammatical category constitutes an obstacle for Chinese learners in their learning of French. The “rules” produced by Chinese learners in a pre-survey led us to interrogate the grammatical descriptions of the French articles. These descriptions proposed by Chinese teachers seem to diverge from the reference description of the French articles written by French authors. These variable forms are called contextualization (DILTEC, 2011), which refers to the whole of adaptations made by teachers according to the educational and metalinguistic cultures of their public. The study consists in examining the grammatical descriptions of the French articles in nineteen French grammar books written by Chinese authors and published in China. The analysis focuses on the ways in which local authors adapt reference descriptions to the Chinese learners’ prior knowledge. The data analysis provides eleven contextualization modalities, based on the learners’ linguistic repertoire, educational and metalinguistic cultures. This research leads to critical comments and improvement suggestions, by testing the contextualized descriptions with the linguistic descriptions and Chinese learners’ representations

Cette recherche relève de la didactique des langues et des TIC, de la formation à distance en langues et du FLE. Un cadre épistémologique socioconstructiviste et énonciativiste a été choisi puis situé par rapport à la perspective actionnelle. Cette réflexion théorique sert de fondement au scénario pédagogique Fictif, une formation à distance en FLE de neuf semaines, destinée aux étudiants vietnamiens de l’Institut de la Francophonie pour l’informatique à Hanoi. Le forum de discussion y occupe une place importante. Fictif peut être considéré comme une mise en œuvre de la perspective actionnelle, enrichie de concepts énonciatifs. Suite aux expérimentations de Fictif en 2008 et 2009, nous montrons dans un premier temps l’adéquation du scénario au cadre théorique. Dans un deuxième temps, nous montrons que les diverses collaborations et l’activité réflexive auquel le scénario pédagogique invite (réflexion interculturelle, réflexion sur le fonctionnement de la langue), permettent, d’une part, grâce à l’effet mobilisateur du scénario, de maintenir, voire de faire évoluer les compétences langagières des apprenants, de développer, entre autres, des connaissances relatives aux cultures et aux langues et, d’autre part, que certaines activités permettent d’améliorer les compétences à collaborer des petits groupes. C’est, en particulier, le cas de l’activité de résolution d’énigmes linguistiques de façon collaborative, par groupe de quatre et à distance, qui permet de marier pratique langagière, réflexion métalinguistique et développement de la compétence à collaborer. / This research deals with instructional science for language learning and ICT (Information and Communication Technologies), with e-learning in French as a foreign language in particular. Socioconstructivism and the linguistic theory of enunciation are the theoretical basis of this research, which is placed in relation to the action-oriented approach for languages. In accordance with this theoretical framework, a nine-week distance-training course in French (Fictif), in which the main form of communication is through forums, intended for the Vietnamese students of the French-speaking Computer Science Institute in Hanoi, has been imagined. Fictif is a distance-training course that could be considered as a practical implementation of the action-oriented approach enriched with linguistic concepts of enunciation.Following experimentations of Fictif in 2008 and 2009, the appropriateness of the pedagogical scenario with the theoretical framework is first examined. Then, thanks to the activities of the pedagogical scenario which rouses students to action by developing different types of collaboration, as well as introspective thinking (e.g. intercultural thinking, thinking about how the language functions), the students maintained and even improved their skills in French and developed their knowledge of French culture and language. Moreover, for some activities of the pedagogical scenario, an improvement of the students' collaborative learning skills in small groups was observed. It was especially the case for one activity in which the students had to solve linguistic riddles in groups of four as a way of developing their foreign language skills, metalinguistic thinking and collaborative learning skills.

Le chiac est une variété de français parlé dans le sud-est du Nouveau-Brunswick marqué notamment par le mélange de codes avec l’anglais. Perrot (1995) a été la première à en faire une description approfondie. Non seulement les attitudes vis-à-vis du chiac sont variées parmi ses locuteurs, mais il s’avère que les représentations de ses mêmes locuteurs sur ce qu’est ou n’est pas le chiac formellement, leurs conceptions méta-linguistiques en somme de celui-ci divergent grandement. En effet, cette variété a la particularité d’être nommée ce qui lui donne la capacité d’être appréhendée et mobilisée aisément par les locuteurs autant que par les chercheurs (Boudreau 2012). À vrai dire, le chiac ne serait pas particulièrement différent des autres variétés de français en situation minoritaire dans les Maritimes (King 2008). Cependant, sa nomination ne semble pas suffire à le décrire précisément puisque la définition donnée au chiac n’est pas la même pour tous. Qu’est-ce qu’est le chiac selon ses locuteurs ? Comment expliquer l’apparente multitude de définitions pour un seul et même terme ? Quelles sont les pratiques linguistiques auxquelles on attribue le nom de chiac ? Qui parle chiac et dans quelles situations ? Qu’est-ce que ces processus discursifs de nomination de leur langue révèlent sur les représentations que se font les Acadiens et les Acadiennes de leur langue ? Les données de cette recherche ont été récoltées principalement à l’aide d’entretiens semi-dirigés et de notes prises lors d’observation participante dans des activités de la vie quotidienne à Moncton au Nouveau-Brunswick. / Chiac is a variety of French spoken in southeastern New-Brunswick. It is marked by its code-mixing with English because its speakers live in close relationship with the English-speaking majority of the region. Perrot was the first to describe Chiac linguistic structure in 1995. Not only are attitudes towards Chiac varied among its speakers, but it appears that the representations of its speakers, their meta-linguistic conceptions of Chiac, diverge greatly. Indeed, this variety has the particularity of being named, which gives it the capacity to be easily apprehended and mobilized by speakers as well as researchers (Boudreau 2012). In fact, chiac would not be particularly different from other varieties of French in a minority situation in the Maritimes (King 2008). However, its name does not seem to be sufficient to describe it precisely since the definition given to chiac is not the same for everyone. What is Chiac according to its speakers? Why are there multiple definitions for one and the same term? What linguistic practices are attributed to the name Chiac? Who speaks Chiac and in what situations? What do these discursive processes of naming their language reveal about Acadians' representations of their language? The data for this research was collected primarily through semi-structured interviews and notes taken during participant observation in activities of daily life in Moncton, New Brunswick.

This thesis investigates the use of metalanguage and its relation to learning outcome in group discussions. Metalanguage is defined as a language about language, a way to talk about the features of a language using a specific vocabulary with great precision. It is suggested that metalanguage is necessary in order to develop the pupils' awareness when text analyses are carried out in school. The purpose of the study is to understand how pupils take on the task presented by the teacher, how they reach consensus, if and how they make use of some kind of metalanguage, and to what degree their discussions can be regarded as learning conversations. Twelve conversations in groups were recorded on video. The pupils were in the first or the final year of upper secondary school and they all attended either Natural Science Programme or Technology Programme. The conversations took place without the teacher being present. In three groups the conversation was observed by the researcher. The task was to talk about a phishing mail using questions provided by the teacher. The three observed conversations were transcribed following principles from Conversation Analysis, CA. The rest of the conversations were transcribed following a key close to written language in order to simplify the reading. Two analyses were carried out. First, the conversations were analysed regarding how to take on the task, interaction and use of metalanguage. Secondly, the structures of the conversations were analysed using concepts from systemic functional grammar. The results show that the conversations are symmetrical and co-operative and that the pupils are focused on solving the task. No metalanguage is used by the students; the discussions are performed using colloquial speech and dramatizations and referring to experiences. The absence of metalanguage is contrasted in effectiveness by the using of terms from the field of information technology. Using experiences from texts outside school proves to be a way of dealing with the task. However, experiences and results are not abstracted into scientific terms and no learning concerning language and text seems to take place. The using of concepts from systemic functional grammar shows that the pupils are mainly concerned with interpersonal aspects of the text, somewhat concerned with ideational aspects – especially logical – and to a less degree concerned with textual aspects. It is suggested that the lower degree of textual focus is related to the absence of metalanguage. It is also shown that the pupils discuss features of the text focusing on various strata of language. Although the pupils' frequent use of experiences from text encounters should be regarded as a great potential from a pedagogical point of view, the results indicate the need of a metalanguage to achieve precision and effectiveness in discussions about texts. Also, the need of instructions guiding the pupils to make use of metalanguage is indicated. The possibility of using concepts from systemic functional grammar is pointed out and further research is suggested.

The magister paper investigates the dictionary description of metalinguistic operators. The objects of research are the reflexives, working for different communicative ideas of the speaker. The first chapter of the paper presents lexicographic reflexives interpretations, distinguishes the principles of the dictionary article formation and describes the specific lexicographic material. The second chapter distinguishes heuristic potential of the metalinguistic utterances, which serve as a methodological database for different researches. The paper analyses metalinguistic material, showing the active processes, developing in contemporary Russian language. / В магистерской диссертации предпринята попытка словарного описания корпуса метаязыковых операторов. Объект исследования – рефлексивы, «работающие» на разный коммуникативный замысел говорящего. В первой главе диссертации представлена лексикографическая интерпретация рефлексивов, определяются принципы составления словарной статьи, приводится конкретный лексикографический материал. Во второй главе определяется эвристический потенциал метаязыковых высказываний, которые служат определенной методологической базой для разноаспектных исследований. В работе анализируется метаязыковой материал, проливающий свет на активные процессы, происходящие в современном русском языка.

The purpose of this study was to investigate the effects of metalinguistic knowledge and language learning aptitude on second language (L2) procedural knowledge. Three lines of inquiry were undertaken: (a) confirming the factorial structure of metalinguistic knowledge and language learning aptitude; (b) testing the relative effects of metalinguistic knowledge and language learning aptitude on L2 procedural knowledge; and (c) assessing the relative contributions of receptive and productive metalinguistic knowledge and components of language learning aptitude to L2 procedural knowledge. Two-hundred-forty-nine Japanese university students participated. One receptive and two productive tests of metalinguistic knowledge related to metalinguistic terminology and English grammatical rules were administered. Learners' language learning aptitude was measured using the Lunic Language Marathon, which consisted of four scales: number learning, sound-symbol association, vocabulary learning, and language analytical ability. Participants' L2 procedural knowledge was assessed through performance on a timed writing task. The writing samples were scored for overall quality, L2 complexity, accuracy, and fluency. The scores from each test were subjected to Rasch analyses to investigate the construct validity and unidimensionality of the instruments. The results of the Rasch analyses indicated that the test items fit the Rasch model, supporting the construct validity of the instruments. The unidimensionality of each instrument was established through Rasch principal component analyses. Interval-level Rasch measures were used for the subsequent analyses. The results of exploratory and confirmatory factor analyses indicated that metalinguistic knowledge and language learning aptitude were distinct constructs. A two-factor model showed good model fit and explained the relationship between the two constructs. Structural equation modeling revealed that metalinguistic knowledge significantly predicted L2 procedural knowledge, complexity, accuracy, and fluency. Language learning aptitude, however, was not a statistically significant predictor of the L2 procedural knowledge variables. The results of a path model analysis indicated that productive metalinguistic knowledge was the strongest predictor of L2 procedural knowledge, language analytical ability predicted receptive metalinguistic knowledge, and number learning was negatively associated with L2 procedural knowledge. The findings point to the facilitative role of metalinguistic knowledge in L2 learning and the viability of L2 declarative knowledge becoming proceduralized through practice. / Applied Linguistics

Cette étude quantitative vise à 1) mesurer les connaissances métalinguistiques des futurs enseignants, 2) décrire la qualité de la rétroaction corrective écrite (RCÉ) des futurs enseignants de français langue seconde (FLS), et 3) examiner la relation entre les connaissances métalinguistiques des futurs enseignants et la qualité de leur rétroaction corrective à l’écrit. Un groupe de 18 futurs enseignants de français langue seconde inscrit dans le programme de formation initiale des maîtres à Montréal a participé à l'étude. Les participants ont accompli 1) une tâche d’analyse de phrases pour mesurer leurs connaissances métalinguistiques, et 2) une tâche de rétroaction corrective écrite, pour évaluer la qualité de leurs pratiques rétroactives à l’écrit en termes de localisation d'erreur et d'explication métalinguistique fournie. Alors que les analyses descriptives sont effectuées pour répondre aux deux premières questions de la présente étude, des analyses de corrélation ont été réalisées pour déterminer s’il existe des relations entre les connaissances métalinguistiques des futurs enseignants et la qualité de leur rétroaction corrective à l’écrit. Les résultats indiquent que 1) la localisation de l'erreur de la RCÉ fournie est précise, mais 2) l'explication métalinguistique l’est moins, 3) il existe une relation entre les connaissances métalinguistiques des futurs enseignants et la qualité de leur rétroaction corrective à l’écrit. / The present quantitative study seeks to 1) measure pre-service teachers’ metalinguistic knowledge, 2) describe the quality of French as a second language (FSL) pre-service teachers’ written corrective feedback (WCF), and 3) examine the relationship between pre-service teachers’ metalinguistic knowledge and the quality of their written corrective feedback (i.e., teachers’ metalinguistic awareness). A group of 18 French as a second language pre-service teachers following the initial teacher training program in Montreal, participated in the study. Participants were assigned 1) a task of analytical abilities to measure their metalinguistic knowledge, and 2) a task of written corrective feedback provision to evaluate the quality of their written corrective feedback in terms of error location and the metalinguistic explanation provided. Descriptive analyses were undertaken to answer the first two research questions. Correlation analyses were performed to examine whether there exist any relations between pre-service teachers’ metalinguistic knowledge and the quality of their WCF. Among other things, results indicated that 1) while the error location of WCF provided was precise, 2) the metalinguistic explanation provided by the participants was not accurate, 3) there is a relationship between pre-service teachers’ metalinguistic knowledge and the quality of written corrective feedback.

Symboler har alltid varit en viktig del av matematik, därför är det inte konstigt att kunskaperom symbolspråket behövs för att uppnå en full förståelse av ämnet. Den här studiensyftar därför på att utreda användningen av det symboliska språket i den svenska gymnasialaundervisningen ur ett språkvetenskapligt perspektiv. Empirin till det här arbetetbestår av 52 elevlösningar till ett test i matematik samt transkribering av en parintervju.Det insamlade materialet har analyserats utifrån teorier om den metalingvistiska medvetenhetensamt symbolernas semiotiska och epistemologiska funktioner. Det matematiskasymbolspråkets roll i styrdokumenten har också belysts i det här arbetet. Från elevernasfel i testet var det möjligt att åskådliggöra vikten av den metalingvistiska medvetenhetenoch den semiotiska medlingen i algebrainlärningen. Slutligen blev det även tydligt att detmatematiska symbolspråket behöver en mer explicit roll i den svenska matematikundervisningen. / Symbols have always been an important part of mathematics, which is why learning thesymbolic language is necessary in order to acquire a full understanding of the subject.This study aims to investigate the use of the symbolic language in the Swedish uppersecondary school from a linguistic perspective. The data for this study consists of samplesfrom 52 student solutions from a mathematical test, together with one transcribed groupinterview, where two students participated. The analysis is based on theories about themetalinguistic awareness and symbols’ semiotic and epistemological functions. The roleof the mathematical symbolic language described in the steering documents has also beenconsidered in the study. From the mistakes made in the test, it was possible to visualisethe importance of the metalinguistic awareness and the semiotic mediation in algebralearning. In the end, it also became clear that the mathematical symbolic language needsa more explicit role in the Swedish mathematics education.

(in English) The thesis deals with the topic of the role of metalanguage and metalinguistic terminology in English Language Teaching at Czech grammar schools. The concepts of metalanguage and metalinguistic terminology are viewed as one of the potential educational tools in the field of learning and teaching English grammar. The theoretical part of the thesis focuses, among other things, on benefits and limitations of the use of metalanguage, and on the suitability of conditions for the use of metalanguage, i.e. on the variables which may affect the educational process are discussed in this part as well. Moreover, an overview of the approaches to teaching grammar in relation to the use of metalanguage and metalinguistic terminology is provided in this chapter together with the summary of findings obtained from the studies concerned with learners or teachers knowledge of metalinguistic terminology. The empirical part is based on the questionnaire survey among Czech grammar school students and teachers. The main areas examined in the research are: learners' and teachers' attitudes to and beliefs about learning and teaching English and English grammar, learners' and teachers' attitudes to metalinguistic terminology as well as learners' knowledge of the terminology and teachers' awareness of the...

Notre recherche relève de la didactique des langues et s´inscrit dans la réflexion sur le plurilinguisme et l’acquisition des langues. Cette étude examine le processus d’activation partielle d’une langue autre que la langue cible pendant l’apprentissage des langues. Notre étude a été conduite dans deux établissements scolaires au Liban auprès des apprenantes des classes d’EB7, possédant un répertoire langagier plurilingue et ayant appris la diglossie arabe comme l’arabe (dans une version dialectale à la maison et standard à l’école) comme L1 et la langue française comme L2 et l’anglais comme L3. Lors de leur apprentissage et production du français L2 et de l’anglais L3, ils mettent en œuvre leur compétence plurilingue à travers l’activation partielle de leur potentiel plurilingue. Nous allons montrer quelles sont les processus cognitifs qui entrent en jeu lors de l’apprentissage de la nouvelle langue l’anglais L3. Ainsi que les facteurs qui conditionnent l’activation des langues connues par les apprenantes et à quel niveau linguistique se réalise le plus fréquemment l’activation partielle de la langue autre langue que la langue cible. / Our research comes from the didactics of languages and is part of the reflection on plurilingualism and the acquisition of languages. This study examines the process of partial activation of a language other than the target language during language learning.Our study was carried out in two schools in Lebanon with students of EB7 classes, having a multilingual language repertoire and having learned the Arabic diglossic language as L1 and the French language as L2 and English as L3.During their apprenticeship and production of the French L2 and the English L3, they apply their plurilingual competence through the partial activation of their plurilingual potential.We will show what are the cognitive processes that come into play when learning the new L3 English language. As well as the factors that condition the activation of the languages known by the learners, and at which linguistic level, is most frequently realised, the partial activation of the language other than the target language.