Complexité des discours d'apprenants et des tâches en classe d'anglais
Abstract
Along with fluency and accuracy, complexity is one of the three parameters used by psycholinguists to assess spoken learner language. My first hypothesis is that it is necessary to combine interactional, morpho-syntactic, discursive and lexical measures to account for learner discourse complexity and it was tested on a corpus of oral interactive productions in English by high school students. This quantitative approach was completed by a qualitative study of the relationships between discourse complexity and task cognitive complexity in order to identify the factors of variability in a communicative context.
Avec la fluidité et l'exactitude, la complexité est l'un des trois paramètres d'évaluation des discours oraux d'apprenants de LE. Ma première hypothèse est qu'une combinaison de mesures interactionnelles, morphosyntaxiques, discursives et lexicales est nécessaire pour rendre compte de la complexité discursive et elle a été testée sur un corpus longitudinal de productions orales interactives en anglais d'élèves de lycée. L'évaluation quantitative fut suivie d'une analyse qualitative des relations entre complexité des productions orales et complexité cognitive des tâches pour mieux cerner les facteurs de variabilité en situation de communication. Abstract Along with fluency and accuracy, complexity is one of the three parameters used by psycholinguists to assess spoken learner language. My first hypothesis is that it is necessary to combine interactional, morpho-syntactic, discursive and lexical measures to account for learner discourse complexity and it was tested on a corpus of oral interactive productions in English by high school students. This quantitative approach was completed by a qualitative study of the relationships between discourse complexity and task cognitive complexity in order to identify the factors of variability in a communicative context.
Domains
Linguistics
Origin : Files produced by the author(s)
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