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Pekarek Doehler, Simona

Nom
Pekarek Doehler, Simona
Affiliation principale
Fonction
Professeure ordinaire
Email
simona.pekarek@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/226
_
0000-0002-3592-5076

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  • Publication
    Accès libre
    Interaction logopédiste-enfant: comment se construisent des échanges potentiellement acquisitionnels?
    (2013)
    Rodi, Mireille
    ;
    de Weck, Geneviève 
    ;
    Delamotte-Legrand, Régine
    ;
    Pekarek Doehler, Simona 
    ;
    Salazar Orvig, Anne
    ;
    Sylvestre, Audette
    La présente recherche porte sur l’interaction logopédiste – enfant. Ancrée dans une perspective interactionniste de l’acquisition du langage, elle vise d’une part à qualifier précisément cette interaction et, d’autre part, à montrer son efficacité à certains moments clés de son déroulement. Plus précisément, elle met en évidence la manière dont un enfant avec troubles spécifiques du développement du langage parvient à se saisir des offres acquisitionnelles que lui présente une logopédiste et les stratégies mises en place par cette dernière pour donner à cet enfant des occasions de saisies. Dès les premières interventions logopédiques, un contrat implicite se tisse entre les deux interlocuteurs, contrat basé à la fois sur une asymétrie d’âge, de rôles, de statuts et de capacités langagières, ainsi que sur une recherche de symétrie ou d’équivalence sur le plan relationnel. Ce contrat engage la logopédiste dans un rôle d’étayage des productions verbales offrant à l’enfant la possibilité de mettre en place des moyens de communication plus efficaces. De son côté, l’enfant s’approprie les propositions de son interlocuteur. Cette situation d’interaction est propice à l’actualisation de séquences potentiellement acquisitionnelles (de Pietro & al., 1989) qui engagent les interlocuteurs dans une démarche d’acquisition/apprentissage sur le plan langagier. C’est ce processus que nous avons mis en évidence, dans le but notamment d’objectiver des savoir-faire appartenant à une communauté de pratique et de souligner l’intérêt de la prise en compte du modèle des SPA dans les contextes thérapeutiques logopédiques., This research concerns the interaction between a speech therapist and a child. Focused on acquiring language through interaction, it aims on the one hand to describe this interaction precisely, and on the other to demonstrate its efficacy at certain key moments. More precisely, it shows how a child with specific language development problems manages to grasp the opportunities for acquisition offered by a speech therapist and the strategies used by the latter to give the child opportunities to grasp. From the very first speech therapy sessions, an implicit bond is created between both participants. This is based on an asymmetry of age, roles, status and language capacity, as well as on a search for symmetry or equivalence at the relational level. This bond engages the speech therapist in the role of supporting verbal production, offering the child the possibility of using more efficient means of communication. For his part, the child appropriates the proposals of the speech therapist. This interaction situation is conducive to the updating of potential acquisition sequences (de Pietro et al., 1989), which engage the participants in an acquisition/learning set-up in terms of language. This is the process we have proven, with the aim of objectifying know-how belonging to a community of practice and of underlining the importance of taking into account the potential acquisition sequence model in speech therapy contexts.
  • Publication
    Métadonnées seulement
    Social-interactional approaches tu SLA: A state of the art and some future perspectives
    (2013)
    Pekarek Doehler, Simona 
    In this paper I address the current state of the art in social-interactional research on SLA. I first provide a brief outline of the historical development of those lines of research that are commonly subsumed under the (broad) heading of ‘social-interactional approaches’, and I discuss their conceptual underpinnings as well as some of their research results. I then focus specifically on current research in what has become a major driving force in socially oriented research on SLA, namely conversation analysis (CA-SLA). I discuss some of the empirical evidence CA-SLA has offered for L2 learning as a socio-cognitive process bound up with the moment-to-moment unfolding of L2 speakers’ social practices. I also review its contribution to our understanding of L2 interactional competence and its development over time. I conclude by sketching avenues for future research.
  • Publication
    Métadonnées seulement
    CA-SLA: conversation analysis and second language acquisition
    (Chichester: Wiley-Blackwell Publishing, 2013)
    Pekarek Doehler, Simona 
    ;
    Mortensen, Kristian
    ;
    Wagner, Johannes
    Conversation analytic research on second language acquisition (CA-SLA) has emerged relatively late in the history of both CA and SLA. This is largely due to the historic development and the analytic focus of the two fields of research. On the one hand, ethnomethodological CA originated as a critical approach to society concerned with the local production of social order; it was not designed to address issues of learning or development. On the other hand, SLA research has traditionally been focused on the learner's internal cognitive processing of linguistic forms; it has paid only limited attention to the social-contextual dimensions of the learning of a second language (L2) (but see Hatch's, 1978, early statement). Yet, since the 1990s, the SLA scientific landscape has undergone a notable shift toward more socially, socioculturally, and sociocognitively oriented approaches, involving an increased awareness of the contingent, contextual, adaptive, and hence nonlinear nature of learning. CA research has played a major role in this development. In a much-quoted programmatic statement, Firth and Wagner (1997) have outlined the basic principles of what was later to become CA-SLA, calling for a “significantly enhanced awareness of the contextual and interactional dimensions of language use” (p. 286). Their argument has triggered a critical debate between cognitive and socially oriented SLA researchers (see Modern Language Journal, 1997, 81 [3], 2007, 91 [5]), and has provided major impulses for CLA-SLA research ever since.
  • 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.