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Ce que les enfants savent de la communication : enquêtes en contexte scolaire plurilingue

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... Linterdépendance de la motivation, de la désirabilité dune langue et de la compétence que lapprenant pense avoir pour apprendre les langues, a été déjà citée par plusieurs auteurs, étant admis que la perception de cette compétence nest pas identique à la compétence langagière (Baker, 2003, Jessner et Herdina in Cenoz, 2000. La portée de ce regard pourrait aller jusquà un accès plus aisé et à la manipulation intentionnelle des stratégies (Jessner, 1999;Le Pichon Vorstman, 2006). Les réponses des enfants recueillies pour cette recherche renforcent lidée de cette relation complexe entre laptitude, lanxiété, la motivation, et la perception de la compétence communicative: il ne sagit pas simplement dexposer lapprenant aux langues quil connaît pour quil puisse les entretenir. ...
... Linterdépendance de la motivation, de la désirabilité dune langue et de la compétence que lapprenant pense avoir pour apprendre les langues, a été déjà citée par plusieurs auteurs, étant admis que la perception de cette compétence nest pas identique à la compétence langagière (Baker, 2003, Jessner et Herdina in Cenoz, 2000. La portée de ce regard pourrait aller jusquà un accès plus aisé et à la manipulation intentionnelle des stratégies (Jessner, 1999;Le Pichon Vorstman, 2006). Les réponses des enfants recueillies pour cette recherche renforcent lidée de cette relation complexe entre laptitude, lanxiété, la motivation, et la perception de la compétence communicative: il ne sagit pas simplement dexposer lapprenant aux langues quil connaît pour quil puisse les entretenir. ...
... In a previous study, using a language biographical approach, we observed a significant effect of the context in which the languages had been acquired/learned on the children's WTC (Le Pichon, Vorstman, De Swart, & van den Bergh, in press;Le Pichon, 2006). Results showed that, with regard to the children's willingness to communicate, the experience of learning a foreign language in a formal context (abbreviated LLE, Language Learning Experience), even with very little exposure, was a more relevant factor than multilingualism per se. ...
Article
The present study was set up to evaluate the extent to which the context in which a foreign language is learned can influence the strategic competence of children. To assess this we conducted a series of think aloud protocols with 101 children. We compared children who have learned an additional language in a formal context (abbreviated LLE, i.e. Language Learning Experience) to those who have acquired two languages in a non-formal context and before the age of 4 (i.e. ‘simultaneous bilingual’ children, abbreviated nLLE, i.e. without a Language Learning Experience). The primary outcome measure consisted of the children’s reactions to situations of communication where they could not understand the language. We hypothesized that LLE children would outperform nLLE children in their awareness of and willingness to use communicative strategies. We found that LLE children accessed more strategies and diversified their strategies more often. These findings are in line with our previous findings and indicate that LLE is a highly relevant factor when studying the strategic competence of children.
... Participants were asked to react to problematic situations of communication which were set up to help the children to externalize their thoughts about it, (think aloud protocols). The interview consisted of tasks tapping into exolingual situations of communication (Le Pichon, De Swart, Ceginskas, van den Bergh, 2009;Le Pichon, 2006). Each child was asked about his/her languages. ...
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The present study was set up to evaluate to what extent multilingual study groups can be considered homogeneous. A series of interviews were conducted to investigate the metacommunicative awareness of 101 children. We compared children who had learned an additional language in a formal context (abbreviated LLE, i.e. Language Learning Experience) to those who had not (abbreviated nLLE, i.e. without a Language Learning Experience). The primary outcome measure consisted of the reactions to an imaginary situation of communication. The results of the current study suggest that LLE children were more inclined to carry out the exchange than the nLLE children. Studying the same outcome measure, no such difference was identified when comparing monolingual to multilingual children. These findings indicate that with regard to the present tasks, the presence or absence of LLE may be a more relevant factor than mono- or multilingualism.
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