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Pochon-Berger, Evelyne

Nom
Pochon-Berger, Evelyne
Affiliation principale
Fonction
Ancien.ne collaborateur.trice
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https://libra.unine.ch/handle/123456789/563

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  • Publication
    Métadonnées seulement
    Orienting to a co-participant’s emotion in French L2: A resource to participate in and sustain a conversation
    (Amsterdam: John Benjamins, 2016)
    Pochon-Berger, Evelyne 
    ;
    Fasel Lauzon, Virginie 
    This chapter examines emotion displays in second language (L2) dyadic interactions involving an L2 French-speaking au pair and her L1 French-speaking host family. Data are drawn from a corpus of audio-recorded dinnertime talk. The analysis focuses on the ways the au pair displays her orientation to a co-­participant’s emotional stance. The study shows that the ability to appropriately display, recognize, and respond to emotions is an important part of L2 interactional competence. Orienting to a co-participant’s emotional stances plays a central role in allowing the au pair and her host family to establish “emotional solidarity,” leading to her status as an “insider,” legitimate interactional partner, and valued member of the family.
  • Publication
    Accès libre
    Le développement de la compétence d'interaction : une étude sur le travail lexical
    (2012)
    Farina, Clelia
    ;
    Pochon-Berger, Evelyne 
    ;
    Pekarek Doehler, Simona 
    This paper presents an exploratory longitudinal study on how an adolescent speaker of French L2 manages word searches as part of auto-initiated other-repair. We followed Julie, a German-speaking au pair girl sojourning in a French-speaking environment, for 9 months. Based on the analysis of audio-recorded and transcribed everyday conversations, we track how Julie’s ‘methods’ for initiating word searches and calling for co-participant’s help change across the duration of her stay. Results show a shift from the use of ‘heavy’ resources that suspend the ongoing activities and focus explicitly on lexical issues towards the use of more subtle resources that maximize the progressivity of talk while still allowing the speaker to overcome lexical problems. It is argued that these changes are indicative of the development of L2 interactional competence.
  • Publication
    Accès libre
    La compétence d’interaction en L2: gestion de la cohérence interactive par des apprenants du français
    (2010)
    Pochon-Berger, Evelyne 
    ;
    Pekarek Doehler, Simona 
    ;
    Mondada, Lorenza
    ;
    Nussbaum, Luci
    ;
    Ziegler, Gudrun
    La présente recherche porte sur la compétence d’interaction d’apprenants du français langue seconde de niveau intermédiaire. Celle-ci est approchée à travers l’examen de l’une de ses dimensions constitutive: l’accomplissement de la cohérence interactive d’un tour de parole à un autre. La participation à des interactions verbales suppose une capacité à enchaîner de manière cohérente sur le discours d’autrui, impliquant à la fois le minutage approprié de la prise de tour dans la dynamique de l’échange et l’articulation du tour émergeant aux actions précédentes. Une telle entreprise relève plus généralement d’une compétence d’interaction grâce à laquelle les participants se coordonnent, s’adaptent les uns aux autres et organisent conjointement leurs conduites discursives. Lorsque l’on apprend une langue seconde, cette compétence d’interaction constitue à la fois une ressource pour la participation aux activités communicatives et un objet d’apprentissage ne pouvant être développé qu’à travers la pratique elle-même. Décrire comment cette compétence d’interaction se déploie en situation, ici dans le cadre de travaux en groupes, est d’une importance centrale pour comprendre son potentiel de développement. Cette recherche s’inscrit dans une approche praxéologique de l’apprentissage et de la compétence en langues, centrée sur l’observation des façons de participer des apprenants au moyen des outils de l’analyse conversationnelle. Se basant sur un corpus d’interaction en petits groupes en classe de langue, cette recherche identifie des méthodes (au sens ethnométhodologique) que les apprenants mettent en œuvre pour gérer la cohérence avec le discours d’autrui lorsqu’ils prennent la parole. Ces méthodes sont observées au sein de trois ‘activités’: le désaccord, l’expansion discursive et l’appropriation de la parole comme participant non-adressé., The present research aims at describing the interactional competence of intermediate learners of French L2. Interactional competence is observed through the study of one of its constitutive dimensions: the accomplishment of interactional coherence from one turn to another. Participation in social interaction entails the ability to take the turn at the right moment in the dynamics of the interaction. However, taking a turn is not only a matter of appropriate timing but also of tying the emerging turn to previous actions. This endeavor is a matter of interactional competence which allows participants to coordinate themselves, to adjust to each other and to jointly organize their verbal conducts. When learning a second language, this interactional competence is both a resource for participating in communicative activities as well as an object of learning which may only be developed through practice itself. Describing how this interactional competence is deployed in situations, in this specific case that of group works, is of central importance for understanding its potential development. This research draws on a praxeological approach to learning and language competence, and, using the tools of Conversation Analysis, focuses on the observation of the learners’ ways of participating in social interaction. Based on a corpus of small group interactions in the language classroom, this research identifies methods (in an ethnomethodological sense) learners deploy to manage interactional coherence when taking a turn, within three specific ‘activities’: disagreement, appropriating the floor as a non-addressed participant and discursive expansions.
  • Publication
    Accès libre
    Identification et observabilité de la compétence d'interaction: le désaccord comme microcosme actionnel
    (2009)
    Fasel Lauzon, Virginie 
    ;
    Pekarek Doehler, Simona 
    ;
    Pochon-Berger, Evelyne 
    This paper presents an investigation of disagreement sequences understood as an actional microcosm that allows us to zoom in onto the development of interactional competence. An analysis of interactional data from French L1 classrooms in French speaking Switzerland is presented, emanating from two levels of schooling (lower and upper secondary). The analysis (a) identifies a series of observables relating to interactional competence, (b) opens a window onto aspects of its development across time and (c) sheds light on the communicative cultures at work in the two school contexts.