Apprendre une langue dans l’interaction verbale
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.
Représentations sociales et discours. Questions épistémologiques et méthodologiques
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.