Effets de l’introduction d’une approche plurielle fondée sur des langues inconnues sur le système didactique : des éléments de cadrage à la mise en place expérimentale en classe d’anglais au collège.

Abstract : This doctoral research is conducted within the framework of English didactics and is based on the theoretical fields specific to language didactics and language sciences. Its purpose is to study the introduction of pluralistic approaches based upon unknown languages (PAUL) into the English course and to understand the effects of such a change in knowledge on the actors of the pedagogical relationship (the student and the teacher). A quasi-experiment was carried out during the 2011-2012 school year in five secondary school classes, with students aged 12-13. The students, grouped in groups of four, were successively confronted with three unknown languages (Dutch, Italian and Finnish). For each of these languages, they had to solve problems of a metasemantic, metasyntactic and then metaphonological nature. After defining the institutional and theoretical framework necessary for the study, the methodological framework is specified. This is followed by an analysis of the effects of the modification of knowledge that has become plurilingual, both on students and teachers. When we look at the effects of PAUL sessions on the knowledge-teacher relationship, we see that this didactic modification has enabled teachers to better understand the concepts of problem-situation, conceptualization, learning strategies and competence. The didactic transposition is modified: teachers were gradually led to design more demanding didactic sequences that involve students more. The study of the Teacher-Pupil relationship highlights a change in practice, essentially linked to the implementation of group work. The teacher's role is then revised: she becomes a facilitator of the work that is done collaboratively within the group. Finally, the analysis of the Knowledge-Student relationship highlights the importance of awareness that leads to the development of plurilingual skills and the implementation of learning strategies that can be transferred to the study of L2.
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Rebecca Dahm. Effets de l’introduction d’une approche plurielle fondée sur des langues inconnues sur le système didactique : des éléments de cadrage à la mise en place expérimentale en classe d’anglais au collège.. Linguistique. Université Bordeaux Segalen, 2013. Français. ⟨tel-01915692⟩

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