Py, Bernard

1993, Py, Bernard

1993, Oesch-Serra, Cecilia, Py, Bernard

1973, Py, Bernard

2004, Py, Bernard

The learner is exposed to second language through discourses. Due to their relative impenetrableness, the learner must choose selection fragments in order to initiate some sort of interpretation, or even participation, as limited as it may be, in a communication activity. This selection unfolds as a focus on the most salient fragments of the speech, which hence become inputs. The definition of saliency is a highly complex process based on objective and subjective criteria, which we are trying to detail in our article. To what extent do these inputs coincide with the data investigators use in order to understand the learning process? A discussion on this matter is used as the framework for this study on saliency.

1975, Py, Bernard

2000, Py, Bernard

This TRANEL issue is a compilation of articles which share a common goal: to draw correspondences between social representations and the dialogue speeches that formulate them. Most articles were written by researchers working on a common project which aims at analysing the social representations of bilinguism in different regions and environments. Two articles derive from bachelor's degrees dissertations respectively about Welsh as a political stake in Northern Ireland and the representations of the linguistic variations in a Neuchatel family. In order to reach this common goal, the term «social representation» has to be redefined. This article is mostly dedicated to the working out of this new definition.

2002, Py, Bernard

2000, Py, Bernard

1981, Py, Bernard

1996, Py, Bernard

The articulation of foreign language learning and its actual use in face-to-face communication is a central theme in language teaching studies. If the very existence of this articulation is not questioned, one may however wonder about the discursive and cognitive mecanisms that make it up. This reflexion sheds a particular light on the functioning of verbal interaction involving a teacher and a learner, as well as on the working of learning itself. Besides, it allows an interpretation, which we hope will be original, of some very common teaching behaviours. Finally, it may be an indirect contribution to a more general reflexion on the role of explicite grammar in language learning.