L'apprentissage de l'espagnol langue étrangére en milieu universitaire : de la gestion de l'apprentissage aux acquisitions linguistiques

Spanish learning as a second language at university from learning control to linguistic acquisitions

• Auteur / Autrice : Francisco Jiménez
• Direction : Christian Boix
• Type : Thèse de doctorat
• Discipline(s) : Espagnol
• Date : Soutenance en 1997
• Etablissement(s) : Toulouse 2

Mots clés

Mots clés contrôlés

Étude et enseignement (supérieur)

Espagnol (langue)

Résumé

L'objectif general de ce travail est de contribuer a ameliorer l'apprentissage de l'espagnol dans le cadre universitaire. Pour y parvenir, nous avons tente de comprendre les mecanismes generaux d'apprentissage et cherche a deceler la specificite de l'apprentissage des langues. Ce premier volet constitue un socle theorique nous permettant de degager les principales limites auxquelles est confronte l'enseignement des langues. L'analyse de ces limites nous a conduit a constater un certain desequilibre entre les dimensions d'enseignement-apprentissage. En effet, l'effort methodologique porte generalement sur la creation de situations favorables et de materiaux susceptibles de rendre l'enseignement plus efficace. Or, s'il est vrai que l'enseignement a gagne en qualite, l'apprenant des langues reste tributaire des methodes qui lui sont proposees, alors qu'il est le principal protagoniste de l'apprentissage. Apprendre a apprendre est une priorite que ce travail port en exergue. Deux hypotheses, d'ordre pedagogique et psycholinguistique, ont guide ce memoire : l'apport metacognitif de l'enseignant est susceptible d'avoir un impact superieur a celui d'un apport purement cognitif ; l'interlangue de l'apprenant est un systeme dynamique et instable constitue de connaissances hypothetiques qu'il cherche a verifier. Ainsi, les erreurs n'auraient pas, pour l'apprenant, un caractere plus instable que ses productions acceptables. Ces hypotheses conduisent a reconsiderer a la fois le role des grammaires pedagogiques et la valeur excessive attribuee aux erreurs. Considerant que la meilleure metalangue est celle de l'apprenant, nous avons tente d'offrir a ce dernier un dispositif susceptible de : favoriser l'elaboration d'une grammaire personnelle ou toute manifestation (erronee ou non) est consideree en termes d'hypothese. Elaborer des strategies metacognitives permettant a l'apprenant de gerer son apprentissage. Pour verifier ces hypotheses, nous avons mene une etude empirique en classe d'espagnol. Les resultats de ces investigations semblent confirmer qu'il est possible d'integrer les pratiques metacognitives dans le cadre docimologique, les correlations obtenues (0. 80) tendant a prouver que ces demarches exercent un impact sur les acquisitions linguistiques.

The general pourpose of this research is to contribute to the improvement of students'spanish learning at university. To achieve that, i first tried to understand apprenticeship general mecanisms and discern language learning specificity. The first part of the thesis stands as a basis which helps to bring out the main limits of language teaching. The analysis of such limits led me to record some imbalance between teaching and learning. As a matter of fact, the methodological effort has so far focused on creating pedagogical situations that further students'learning and bringing them material which are supposed to make teaching more effective. However, if teaching has actually increased in quality, the students keep being dependent on the methods they are offered whereas they do play a crucial part in learning process. Learning how to learn has become a priority the present thesis underlines. Two predominating hypothesis of pedagogical and psycholinguistic nature have guided the research : the teacher's metacognitive rather than cognitive contribution is likely to have a strong impact on the student's learning process. The learner's interlangage is a dynamic and unstable system made up of hypothetical knowledge he constantly tries to confirm. It results from this assumption that regarding the learner, the errors he makes are not more unstable than his correct statements. Such hypothesis led me to reconsider the part played by pedagogical grammars as well as the excessive importance errors are generaly granted. Considering that the best metalangage is the learner's one, the present research attmepts to supply the latter with a plan of action intended to further the development of : a personal grammar in which erroneous as well as correct statements are to be regarded as liable to confirmation hypothesis ; metacognitive strategies that will allow the learner to manage and carry out his own language learning. To check both hypothesis, an empirical research was conducted with a sample group of spanish learners which led me to conclude that it is actually possible to integrate metacognitive pratices into exam results. The (0. 80) final correlation tends to confirm that such practices do act upon linguistic acquisitions.