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- Albépart-Ottesen, Chantal, 1952-
(författare)
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L'auto-reformulation corrective: une stratégie dans la production orale de FLE
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to observe how Swedish learners of French monitor their speech output when confronted with a linguistic problem. The study is based on empirical data consisting of recorded interviews and tasks made with first year university students.L1 speech production is often interrupted by hesitations revealed through a variety of phenomena ranging from silent pauses to comments. Most of these interruptions are caused by the action of a control system, a “monitor” which checks our speech internally while it is produced or after the production has reached the articulation level. Speech is checked against an internal model of lexical and grammatical correctness. If the demands of the monitor are not met, a reparation may take place so that the speaker’s production eventually reaches the expected level of correctness.In the same way, the speech of L2 learners is controlled during and after production. The pattern of work of the monitor is much the same as for the L1, but the reparation is not necessarily conducted in a similar way because the learner’s internal grammar and lexicon are not complete and cannot be consulted as quickly as the L1 lexicon and grammar. L2 learners rely on a certain amount of acquired knowledge but they also need to be given time to refer to learned rules and patterns since the retrieval of these has not yet been made automatic.In this study, we observe the speech production of Swedish students learning French during the first semester of their academic studies. The recasts students make when trying to reach a correct solution to a linguistic problem are in focus. We can see a step-by-step process through which the speakers elaborates their production by putting forward hypotheses, each one usually containing a small modification, and try to reach an acceptable solution. In some cases we can see that the speaker might choose to focus on the communicative aspects instead of focusing on the formal correctness of the speech. On the background of L1 and L2 acquisition theories, this study focuses on two areas of difficulty for the Swedish learner: the production of –ment adverbs and the production of conjugated verbs.
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| 3. |
- Albépart-Ottesen, Chantal, 1952-
(författare)
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Elaboration de l'énoncé chez l'apprenant de FLE : Répétitions et reprises
- 2002
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract L1 speech production is often interrupted by hesitations revealed through a variety of phenomena ranging from silent pauses to comments. Most of these interruptions are caused by the action of a control system, a “monitor“, which checks our speech internally while it is produced or after the production has reached the articulatory level. Speech production is checked against an internal model of lexical and grammatical correctness. If the demands of the monitor are not met, a repair may take place so that the speaker’s production reaches the expected level of correctness. It would seem that the result of constant interruptions, followed by repairs, would bring disorder into our speech but, in most cases, the listener is not disturbed by these interruptions, since his perception system brings order and re-establishes the linearity of the propositional content. The speech of L2 learners is controlled during and after production. Even if the monitor follows the same pattern of work when controlling L2 production, the repair is not necessarily done in a similar way because the learner’s internal grammar and lexicon are not complete and cannot be consulted as quickly as L1 lexicon and grammar. L2 learners rely on a certain amount of acquired knowledge but they also need to be given the time to refer to learned rules and patterns because the retrieval of these has not yet been automaticized. As teachers, we often resent hesitations as disturbing and as an indication of the learner’s incapacity to produce correct speech. In this study, we observe the L2 speech production of learners of French and their behaviour when meeting linguistic problems. The study is concentrated on repetitions and recasts produced when the learner hesitates and shows signs of an effort to retrieve learned knowledge. These repetitions and recasts are presented as different hypotheses put forward by the learner in his/her attempts to reach a solution to a linguistic problem. They show the L2 speech production as a step-by-step process. The focus here is on repetitions and recasts in connection with French -ment-adverbs.
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| 4. |
- Lindqvist, Karin, 1975-
(författare)
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Les appositions adnominales en français et en suédois écrits : Étude contrastive des prédications secondes détachées dans une perspective quantitative et informationnelle
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis investigates differences in the use of the “apposition”, in French and Swedish formal, written language. The apposition is defined as a secondary predication, detached from the rest of the sentence by, for instance, commas, and determining a noun phrase. The apposition can take on the following forms: noun phrase, prepositional phrase, adjective phrase, past and present participle phrase and the so-called absolute construction. The corpus consists of parts of 20 French and 20 Swedish texts, fiction and non-fiction, and translations into the other language.In the first part of the analysis, the quantitative use of appositions in the two languages is studied. The results show that the apposition is considerably more frequent in the French texts than in the Swedish texts. Also, the relation between the form of the apposition and its correspondence in the other language is examined. For example, it is shown that the French NP apposition often corresponds to an apposition in Swedish, whereas the French present participle apposition rarely does so. It is also shown that when an apposition is used in the French text, the Swedish text often contains a finite clause or a structure where the commas have been omitted: a pre- or postposed modifier. These differences can partly be explained by the fact that French is a noun-oriented language, whereas Swedish is verb-oriented. There also seems to be a norm according to which commas are used more frequently in French.In the second part of the study, the differences in the use of appositions are studied in an informational perspective. The apposition is described as a unit associated with a low degree of “communicative dynamism” in the sentence, expressing for instance explanations, descriptions or examples. The analysis demonstrates that in French, information is often hierarchically structured in different units, whereas in Swedish, this information structure is often implicit, to be worked out by the reader.
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- Sundberg, Ann-Kari, 1962-
(författare)
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Le poids de la tradition : La gestion professorale de l'altérité linguistique et culturelle en classe de FLE
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the present study is to investigate how teachers deal with linguistic and cultural otherness in the French foreign language classroom at upper secondary school level in Sweden. The foreign language classroom is seen as a cultural meeting place where images of otherness are natural elements. In this respect, otherness should be regarded as one cultural aspect among others implying human as well as language phenomena. Analyzing the way in which the teachers in the study mediate this otherness to their students is expected to contribute to the pedagogical debate on intercultural understanding in language teaching and learning. The study is based on empirical data consisting of video recorded observations in three different classrooms. One class (class A) is treated as primary data where two activities are especially focused, namely working with texts and working with grammar. The verbal interaction from these activities has been transcribed and analyzed qualitatively. The first step of analysis concerns the learning aims which are transmitted to the students in the teacher’s introduction to the two activities. The second step deals with the teacher’s procedures to involve the students in the construction of knowledge which focuses on linguistic and cultural otherness. Finally, a comparative perspective is adopted. On the one hand, the two different activities are compared with each other, while on the other hand, the findings from class A are compared with class B and C. From a dialogical point of view, the way in which the classroom setting and the teachers’ acting can favour intercultural understanding is discussed. The results of the analyses highlight the fact that teachers seem to pay more attention to linguistic otherness than to cultural otherness. Furthermore, the study shows that the foreign language classroom has a dialogical potential when it comes to human relations and discourse. More attention could be paid to these aspects of teaching in order to pave the way for better intercultural understanding. The teachers in the present study seem to favour dialogical relationships in the classroom and neglect discursive issues in the situation. Our conclusion is that the way in which teachers deal with otherness is tradition-bound. Texts, for instance, even those with an obvious intercultural content, are treated as pre-texts for studying linguistic phenomena. Cultural phenomena, when dealt with, are limited to a product paradigm and are transmitted without reflection and with no apparent awareness of any intercultural understanding.
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| 6. |
- Stoltz, Joakim, 1971-
(författare)
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L'alternance codique dans l'enseignement du FLE : Étude quantitative et qualitative de la production orale d'interlocuteurs suédophones en classe de lycée
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present study is, firstly, to investigate the amount of Swedish and French that is produced by teachers and students in the foreign language classroom and, secondly, to examine in which situations the interlocutors code-switch and for what purposes the two languages are used. The study is based on empirical data consisting of audio recordings of interactions taking place in two different classrooms in Sweden.The study is carried out within an interactionist perspective on language teaching and learning, stressing that learning is situated in learners’ social and interactional practices.The empirical material has been categorized into five different groups according to the participation structure of each interaction and then analysed in two different parts, one quantitative and one qualitative.The quantitative analysis of the corpus established that the Swedish language is present in each of the categories. The results of the count of every turn and word pronounced in each language in the corpus show that many turns expressed by both teachers and students consist of a mixture of Swedish and French. This switching between different codes is the main object of the qualitative analysis of the corpus.The results of the qualitative analysis indicate that the participation structure and the choice of activity types and how these are organised in the classroom are decisive for teachers’ and students’ code-switching. Furthermore, the teachers’ actions concerning the choice of language for the interaction as well as their strategies to deal with the presence of both languages are conclusive for the students’ oral production of French in class. The analysis also reveals that the more the teachers use the target language in a consistent way, the more the students try to express themselves in French even if they often code-switch.The study points out the complexity of speaking French in a classroom context, where the teachers have to deal with the fact that the Swedish language is almost always present and used by the learners for different purposes.
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