Abstracts
Résumé
L’apprentissage des unités polylexicales constitue un véritable défi dans le développement d’une langue additionnelle (Lx). Toutefois, la compétence communicative à l’oral repose en large partie sur la connaissance et l’utilisation de celles-ci. Ainsi, il est essentiel de les inclure dans l’enseignement de la communication orale. L’objectif de cet article est de faire le pont entre la recherche et l’enseignement de ces unités polylexicales, ici nommées séquences préfabriquées (SP). Dans l’article, nous préciserons les fonctions qu’ont les SP dans la communication orale. Ensuite, nous décrirons le processus d’apprentissage des SP dans une Lx et nous ferons un survol de quelques études qui proposent des méthodes pour faciliter leur apprentissage. Enfin, en nous inspirant de la recherche antérieure, nous proposerons des activités pédagogiques susceptibles d’inspirer les enseignants et de les soutenir dans l’incorporation des SP dans l’enseignement de la communication orale en français Lx.
Mots-clés :
- séquences préfabriquées,
- langue additionnelle,
- communication orale,
- enseignement des langues secondes,
- activités pédagogiques
Abstract
Learning polylexical units is a real challenge in the development of an additional language (Lx). However, communicative competence in oral communication is largely based on knowledge and use of these units. It is therefore essential to include them in the teaching of oral communication. The aim of this article is to bridge the gap between research and the teaching of these polylexical units, referred to here as prefabricated sequences (PS). In the article, we shall describe the functions of PSs in oral communication. Next, we will describe the process of learning SPs in an Lx and review some studies that propose methods to facilitate their learning. Finally, drawing on previous research, we will propose pedagogical activities likely to inspire and support teachers in incorporating SPs into the teaching of oral communication in Lx French.
Keywords:
- prefabricated sequences,
- additional language,
- oral communication,
- second language teaching,
- pedagogical activities
Appendices
Bibliographie
- Arvidsson, K. (2021). Learning multiword expression in a second language during study abroad – the role of individual differences. Dans Howard, M. (dir.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development (p. 189-210). Bloomsbury.
- Boers, F., Demecheleer, M., He, L., Deconinck, J., Stengers, H. et Eyckmans, J. (2017). Typographic enhancement of multiword units in second language text. International Journal of Applied Linguistics, 27(2), 448-469. https://doi-org.ezp.sub.su.se/10.1111/ijal.12141
- Boers, F., Eyckmans, J., Kappel, J., Stengers, H., et Demecheleer, M. (2006). Formulaic sequences and perceived oral proficiency: Putting a lexical approach to the test. Language teaching research, 10(3), 245-261. https://doi-org.ezp.sub.su.se/10.1191/1362168806lr195
- Boone, G., De Wilde, V., et Eyckmans, J. (2022). A longitudinal study into learners’ productive collocation knowledge in L2 German and factors affecting the learning. Studies in Second Language Acquisition, 45(2), 503-525. https://doi.org/10.1017/S0272263122000377
- Cutler, S. F. (2021). Path to formulaicity: How do L2 speakers internalise new formulaic material. Dans A. Trklja et L. Grabowski (dir.), Formulaic language: Theories and methods5 (p. 81-112). Language Science Press.
- Ellis, N. C. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in second language acquisition, 24(2), 143-188. https://doi.org/10.1017/S0272263102002024
- Ellis, N. C. (2003). Constructions, chunking, and connectionism: The emergence of second language structure. Dans C. J. Doughty et M. H. Long (dir.), The handbook of second language acquisition (p. 63–103). Blackwell. https://doi.org/10.1002/9780470756492.ch4
- Erman, B., et Warren, B. (2000). The idiom principle and the open choice principle. Text & Talk, 20(1), 29-62. https://doi.org/10.1515/text.1.2000.20.1.29
- Forsberg, F. (2008). Le langage préfabriqué – formes, fonctions et fréquences en français parlé L2 et L1. Peter Lang.
- Forsberg, F. (2010). Using conventional sequences in L2 French. IRAL-International Review of Applied Linguistics in Language Teaching, 48(1), 25-51. https://doi.org/10.1515/iral.2010.002
- Laufer, B. et Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied linguistics, 29(4), 694-716. https://doi.org/10.1093/applin/amn018
- Laufer, B., et Waldman, T. (2011). Verb‐noun collocations in second language writing: A corpus analysis of learners’ English. Language learning, 61(2), 647-672. https://doi-org.ezp.sub.su.se/10.1111/j.1467-9922.2010.00621.x
- McGuire, M. et Larson-Hall, J. (2017). Teaching formulaic sequences in the classroom: Effects on spoken fluency. TESL Canada Journal, 34(3), 1-25. https://doi.org/10.18806/tesl.v34i3.1271
- Millar, N. (2011). The processing of malformed formulaic language. Applied Linguistics, 32(2), 129-148. https://doi.org/10.1093/applin/amq035
- Nattinger, J. R., et DeCarrico, J. S. (1992). Lexical phrases and language teaching. Oxford University Press.
- Pawley, A. et Syder, F. H. (1983). Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. Dans J. C. Richards et R. W. Schmidt (dir.), Language and communication (p. 191-225). Longman.
- Pellicer-Sánchez, A. (2017). Learning L2 collocations incidentally from reading. Language Teaching Research, 21(3), 381-402. https://doi-org.ezp.sub.su.se/10.1177/1362168815618428
- Puimège, E., et Peters, E. (2020). Learning formulaic sequences through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 42(3), 525-549. https://doi.org/10.1017/S027226311900055X
- Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158.
- Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206–226.
- Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. Dans N. Ellis (dir.), Implicit and explicit learning of languages (p. 165–210). Academic Press.
- Schmitt, N. (2013). Formulaic language and collocation. Dans C. A. Chapelle (dir.), The encyclopedia of applied linguistics (p. 1-10). Wiley Blackwell. https://doi.org/10.1002/9781405198431.wbeal0433.
- Siyanova-Chanturia, A., et Pellicer-Sánchez, A. (dir.) (2019). Understanding Formulaic Language: A Second Language Acquisition Perspective. Routledge.
- Tavakoli, P., et Uchihara, T. (2020). To what extent are multiword sequences associated with oral fluency? Language Learning, 70(2), 506-547. https://doi-org.ezp.sub.su.se/10.1111/lang.12384
- Webb, S., Newton, J., et Chang, A. (2013). Incidental learning of collocation. Language Learning, 63(1), 91-120. https://doi-org.ezp.sub.su.se/10.1111/j.1467-9922.2012.00729.x
- Wood, D. (2006). Uses and functions of formulaic sequences in second language speech: An exploration of the foundations of fluency. Canadian Modern Language Review, 63(1), 13-33. https://doi.org/10.3138/cmlr.63.1.13
- Wray, A. (2002). Formulaic language and the lexicon. Cambridge University Press.
- Yorio, C. A. (1980). Conventionalized language forms and the development of communicative competence. TESOL Quarterly, 14(4), 433-442. https://doi.org/10.2307/3586232