L’analyse du texte écrit: Quelle efficacité pragmatique en français L2?


Abstract


Our article aims to analyze the pragmatic effectiveness of texts written in French as a second language (L2) by Italian-speaking university readers with previous knowledge of the foreign language. The case study, carried out on 106 texts, reveals the influence of the native language on the L2, both for reading comprehension and for writing tasks. Being familiar with the topic, being able to exploit research tools and having lexical competence affect pragmatic effectiveness and guarantee an interactive approach, favoring the activation of the interaction between reader, text and context. Thus, during their writing task, readers will merge illocutionary competence (ability to produce speech acts) with socio-linguistic competence (choice of vocabulary suited to the context) to achieve pragmatic effectiveness. The analysed data, along with a supplementary questionnaire on the strategies used in understanding and text production, will shed some light on the mechanisms chosen by the typically-developing reader student to satisfy the request (answering some questions) and on the difficulties that hamper the passage from efficiency to pragmatic effectiveness. In fact, according to the findings, authentic and reader-oriented production, which departs from the words in the text, and which is based on a principle of lexical compensation, seems to be rarely adopted by students. Why? How can we favor this kind of production? At the end of the article, we try to answer the questions raised.

DOI Code: 10.1285/i22390359v54p155

Keywords: reading comprehension; pragmatic efficacy; FLE; verbatim; authenticity

References


Akmoun H. 2016, Le transfert L1/L2: entre représentations et pratiques de classe, in “Recherche et pratiques pédagogiques en langues de spécialité” 35, [1]. https://doi.org/10.4000/apliut.5352 (20.09.22)

Balboni P.E. 2012, Le sfide di Babele: Insegnare le lingue nelle società complesse, 3a éd., UTET Università, Torino.

Beacco J.-C. 1993, Civilisation et Discours sociaux en classe de langue, in “Le Français dans le Monde” 257, pp. 46-50.

Brantmeier C. 2003, Does gender make a difference? Passage content and comprehension in second language reading, in “Reading in a Foreign Language”, 15 [1], pp. 1-27.

Brantmeier C., Hammadou Sullivan J. et Strube M. 2014, Toward independent L2 readers: Effects of text adjuncts subject knowledge, L1 reading, and L2 proficiency, in “Reading in a Foreign Language” 26 [2], pp. 34 -53.

Conseil de l’Europe 2021, Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer. Volume complémentaire, Strasbourg. https://rm.coe.int/cadre-europeen-commun-de-reference-pour-les-langues-apprendre-enseigne/1680a4e270 (20.09.22)

Cortelazzo M. 1994, Lingue speciali: la dimensione verticale, 2^ ed., Unipress, Padova.

Cuq J.-P. et Gruca I. 2005, Cours de didactique du français langue étrangère et seconde, PUG, Collection FLE, Grenoble.

Daloiso M. 2020, Disturbi specifici dell’apprendimento e produzione scritta in lingua straniera: riflessioni nella prospettiva della linguistica educativa, in “Italiano LinguaDue” 1, pp. 261-270.

Debyser F. 1971, Comparaison et interférences lexicales (français-italien), in “Le Français dans le monde” [81], pp. 51-57.

Dubois J. in Bahrambeiguy M. 2018, La compréhension écrite : Une compétence par la perception du texte, l’interprétation du texte et les stratégies de lecture, in “Plume” 14, pp. 7-21.

El Ghazi L. 2016, Séquence didactique visant l’efficacité argumentative des textes d’opinion, Thèse de Doctorat en Didactique, Université Laval, Québec, Canada.

Giasson J. 2003, La lecture : de la théorie à la pratique, 2e édition, Gaëtan Morin, Boucherville.

Girelli M. 2020, Comunicazione efficace avanzata: dettagli di stile. https://purpletude.com/comunicare/comunicazione-efficace-avanzata-dettagli-di-stile/ (20.09.22)

Legendre R. 2005, Dictionnaire actuel de l’éducation, Guérin, Montréal.

Mariani L. 2015, Tra lingua e cultura: la competenza pragmatica interculturale, in “Italiano LinguaDue” 1, pp. 111-130.

Perelman C. et Olbrechts-Tyteca, L. 1958, Traité de l’argumentation. La nouvelle rhétorique, Presses Universitaires de France, Paris.

Picazo M. D. 1997, Le texte journalistique en cours de Langue : aspects thématiques, morphosyntaxiques et argumentatifs, in “Thélème. Revista Complutense de Estudios Franceses” 12, pp.185-200.

Rosenshine B., Meister C. et Chapman S. 1996, Teaching students to generate questions: A review of the intervention studies, in “Review of Educational Research” 66 [2], pp. 181–221.

Uvet É. et Bréelle D. 2004, Pistage informatisé des stratégies de lecture: une étude de cas en contexte pédagogique, in “Apprentissage des langues et systèmes d’information et de communication (ALSIC)” 7 [1], pp. 85-106.

Vakilifard A. 2015, Compréhension de texte en langue étrangère: élaboration d’un modèle de facteurs en jeu, in “Recherches en Langue et Littérature Françaises Revue de la Faculté des Lettres” 9 [16], pp. 180-207.

Yousef H., Karimi L.et Janfeshan K. 2014, The Relationship between Cultural Background and Reading Comprehension, in “Theory and Practice in Language Studies” 4 [4], pp. 707-714.


Full Text: PDF

Refbacks

  • There are currently no refbacks.
کاغذ a4

Creative Commons License
This work is licensed under a Creative Commons Attribuzione - Non commerciale - Non opere derivate 3.0 Italia License.