La Typicalité, Un Atout Pour Le Décodage De La Gestion Thématique Dans Un Cours D’oral
No Thumbnail Available
Date
2022-03-31
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
جامعة الوادي - university of Eloued
Abstract
Notre contribution tente d’examiner la gestion
thématique de trois enseignantes de FLE au
lycée ayant présenté des leçons d’expression
orale. La notion phare qui inspire cette
recherche est celle de la typicalité qui renvoie à
l’expérience et aux connaissances antérieures
d’un acteur et qui le soutient dans la réalisation
des actions futures. À cet effet, nous avons
procédé au filmage des interactions didactiques
suivi d’entretiens portant précisément sur les
séquences d’ouverture de chaque leçon où le
thème central est introduit. Les résultats de
l’analyse ont montré que la typicalité
thématique est identique chez les enseignants
interviewées qui tendent à ne pas divulguer
leur plan thématique aux apprenants avant la
leçon. Ce dernier est dévoilé ou interrogé
uniquement au cours des interactions, ce qui
permet de comprendre qu’il existe une action
individuelle chez les enseignantes qui empêche
la négociation du thème dans la phase préactive
du cours et une action plutôt collective qui
favorise sa découverte par les apprenants
pendant la phase interactive Our contribution attempts to examine the
thematic management of three female high
school EFL teachers who presented speaking
lessons. The key notion that inspires this
research is that of typicality, which refers to an
actor's previous experience and knowledge and
which supports him in carrying out future
actions. To this end, we filmed the didactic
interactions followed by interviews focusing on
the opening sequences of each lesson where the
central theme is introduced. The results of the
analysis showed that the thematic typicality is
identical among the teachers interviewed who
tend to not divulgate their thematic plan from
the learners before the lesson. The latter is
revealed or questioned only during the
interactions, which makes it possible to
understand that there is an individual action
among the teachers that prevents the
negotiation of the theme in the pre-active phase
of the lesson and a rather collective action that
favors its discovery by the learners during the
interactive phase.
Description
Article
Keywords
Our contribution attempts to examine the thematic management of three female high school EFL teachers who presented speaking lessons. The key notion that inspires this research is that of typicality, which refers to an actor's previous experience and knowledge and which supports him in carrying out future actions. To this end, we filmed the didactic interactions followed by interviews focusing on the opening sequences of each lesson where the central theme is introduced. The results of the analysis showed that the thematic typicality is identical among the teachers interviewed who tend to not divulgate their thematic plan from the learners before the lesson. The latter is revealed or questioned only during the interactions, which makes it possible to understand that there is an individual action among the teachers that prevents the negotiation of the theme in the pre-active phase of the lesson and a rather collective action that favors its discovery by the learners during the interactive phase., : typicality, action, didactic interaction, opening sequence, reflective interview
Citation
Mazi , Farid. La Typicalité, Un Atout Pour Le Décodage De La Gestion Thématique Dans Un Cours D’oral. Ex Professo. Vol 07. N 01. 31 /03 2022. Faculté des Lettres et des Langues. Université d'El-Oued. [consulté en ../../….]. Disponible à l'adresse. [copie ici le lien].