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Les approches plurielles : vecteurs du développement de la compétence métalinguistique des collégiens

Abstract : This article seeks to describe the cognitive processes involved in the implementation of a pluralistic approach based on unknown languages (PAUL) during a year-7 English class. The cognitive and linguistic links that students set up between the unknown languages (Dutch, Italian and Finnish) they consecutively observe and the languages of their multilingual repertoire (L1-French and L2-English) are examined. The PAUL sessions help students to develop their metalinguistic competence since the process of solving the problem of understanding requires the awareness of the knowledge and skills they have acquired prior to the PAUL session. It also appears that the strategies of comparison and translation naturally implemented by the students rely primarily on declarative knowledge whereas the deduction and inferencing strategies require both declarative and procedural knowledge.
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Contributor : Rebecca Dahm Connect in order to contact the contributor
Submitted on : Thursday, January 5, 2017 - 11:07:39 AM
Last modification on : Wednesday, September 28, 2022 - 4:20:10 PM
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2014 Competences metalinguisti...
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Rebecca Dahm. Les approches plurielles : vecteurs du développement de la compétence métalinguistique des collégiens. Recherche et Pratiques Pédagogiques en Langues de Spécialité : Cahiers de l'APLIUT, Association des Professeurs de Langues des IUT (APLIUT), 2014, Pratiques émergentes et recherches en didactique de l’anglais : jalons, interrogations et perspectives, XXXIII (2), pp.72-99. ⟨10.4000/apliut.4404⟩. ⟨hal-01426944⟩



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