{"id":345,"date":"2021-11-10T12:00:05","date_gmt":"2021-11-10T11:00:05","guid":{"rendered":"https:\/\/perso.atilf.fr\/ccousinard\/?page_id=345"},"modified":"2026-01-04T14:04:12","modified_gmt":"2026-01-04T13:04:12","slug":"these","status":"publish","type":"page","link":"https:\/\/perso.atilf.fr\/ccousinard\/these\/","title":{"rendered":"Th\u00e8se"},"content":{"rendered":"<h4 style=\"text-align: center\"><strong>Vers une didactique de l&rsquo;interaction : l&rsquo;apprentissage avec et sur corpus au service du d\u00e9veloppement de la comp\u00e9tence interactionnelle en FLE.<\/strong><\/h4>\n<h5 style=\"text-align: center\">Sous la direction de <a href=\"https:\/\/perso.atilf.fr\/VirginieAndre\/\"><strong>Virginie Andr\u00e9<\/strong><\/a>.<\/h5>\n<h5 style=\"text-align: center\">Soutenue le 21 novembre 2025 \u00e0 l&rsquo;Universit\u00e9 de Lorraine.<\/h5>\n<h6><span style=\"text-decoration: underline\">Jury<\/span><\/h6>\n<ul>\n<li>\n<h6><em>Pr\u00e9sident de jury<\/em> : Henry TYNE, Univ. de Perpignan Via Domitia (France)<\/h6>\n<\/li>\n<li>\n<h6><em>Rapportrice<\/em> : Isabelle RACINE, Univ. de Gen\u00e8ve (Suisse)<\/h6>\n<\/li>\n<li>\n<h6><em>Rapporteur<\/em> : Henry TYNE, Univ. de Perpignant Via Domitia (France)<\/h6>\n<\/li>\n<li>\n<h6><em>Examinatrice<\/em> : Carmen ALBERDI, Univ. de Grenade (Espagne)<\/h6>\n<\/li>\n<li>\n<h6><em>Examinateur<\/em> : Alex BOULTON, Univ. de Lorraine (France)<\/h6>\n<\/li>\n<\/ul>\n<h5><\/h5>\n<h6 style=\"text-align: justify\">Cette th\u00e8se s\u2019inscrit \u00e0 l\u2019interface entre la linguistique de corpus et la didactique des langues. Plus pr\u00e9cis\u00e9ment, elle propose de faire des liens entre la linguistique de corpus et la didactique de l\u2019oral en Fran\u00e7ais Langue \u00c9trang\u00e8re (FLE). Les recherches actuelles dans ce domaine s\u2019accordent pour soutenir que l\u2019exposition \u00e0 la langue cible pour des apprenants est indispensable. L\u2019exploitation de corpus oraux et multimodaux authentiques pour enseigner et apprendre \u00e0 interagir fait actuellement partie des m\u00e9thodologies didactiques qui sont exp\u00e9riment\u00e9es par de nombreux enseignants et apprenants de FLE selon diff\u00e9rentes modalit\u00e9s (Ravazzolo, Etienne 2019 ; Etienne, Jouin 2019 ; Andr\u00e9 2019, 2018). Il existe plusieurs fa\u00e7ons d\u2019exploiter des corpus \u00e0 des fins didactiques et plusieurs types de corpus peuvent faire l\u2019objet de s\u00e9quences p\u00e9dagogiques en FLE (Andr\u00e9 2019). Cette confrontation des apprenants \u00e0 des corpus en langue cible s\u2019inscrit dans le prolongement de l\u2019utilisation de documents authentiques en didactique (Holec 1990 ; Boulton 2009). Depuis les ann\u00e9es 1970, de nouvelles formes d\u2019exposition sont apparues notamment avec les progr\u00e8s technologiques et l\u2019acc\u00e8s au num\u00e9rique.<\/h6>\n<h6 style=\"text-align: justify\">La th\u00e8se s\u2019int\u00e9ressera \u00e0 l\u2019exploitation des corpus \u00e0 des fins didactiques selon les principes du data-driven learning (Johns 1991, Aston 2001), traduit en fran\u00e7ais par l\u2019apprentissage sur corpus (ASC) (Boulton, Tyne 2014), et de l\u2019apprentissage avec corpus (AAC) dans l\u2019optique de d\u00e9velopper la comp\u00e9tence interactionnelle des apprenants. Les \u00e9tudes men\u00e9es jusqu\u2019\u00e0 pr\u00e9sent r\u00e9v\u00e8lent que l\u2019ASC permet aux enseignants et aux apprenants d\u2019aborder la langue d\u2019une fa\u00e7on novatrice. La question de la comp\u00e9tence interactionnelle est, elle, peu abord\u00e9e en didactique du FLE. Les apprenants posent alors des questions auxquelles les enseignants ne savent pas ou ne veulent pas r\u00e9pondre, notamment parce que les descriptions du fran\u00e7ais parl\u00e9 en interaction sont peu r\u00e9f\u00e9renc\u00e9es dans les manuels et les grammaires (voir par exemple Blanche-Beneviste, Jeanjean 1987 ; Mondada 2002 ; Kerbrat-Orecchioni 2005 ; Traverso 2016 ; Giroud, Surcouf 2016). Ces questions sont pourtant l\u00e9gitimes et peuvent \u00eatre trait\u00e9es conjointement avec l\u2019ASC et l\u2019AAC qui permettent de d\u00e9velopper un comportement d\u2019apprentissage plus efficace que la grammaire explicite, celle qui est prescrite par l\u2019enseignant (Lin 2019, Liu 2011, Miangah 2011). Nous mettons \u00e9galement en lumi\u00e8re les strat\u00e9gies d\u2019apprentissage (Oxford 1990) mises en \u0153uvre lors des s\u00e9ances d\u2019ASC et d\u2019AAC, qui permettent un d\u00e9veloppement de la conscience langagi\u00e8re des apprenants et, \u00e0 terme, de la comp\u00e9tence interactionnelle des apprenants. Nous traitons quatre questions de recherche : (1) Comment les apprenants manipulent-ils les donn\u00e9es de corpus ? ; (2) Quelles composantes de la comp\u00e9tence interactionnelle les apprenants travaillent-ils ? ; (3) Quelles sont les strat\u00e9gies d\u2019apprentissage mises en \u0153uvre lors de cette manipulation des donn\u00e9es de corpus ? ; (4) Y a-t-il corr\u00e9lation entre les strat\u00e9gies d\u2019apprentissage mises en \u0153uvre et le d\u00e9veloppement de la comp\u00e9tence interactionnelle ?<\/h6>\n<p>&nbsp;<\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n<h4 style=\"text-align: center\"><strong>Towards a Didactics of Interaction: Corpus-Based and Corpus-Driven Learning Approaches to Develop Interactional Competence in FFL<\/strong><\/h4>\n<h5 style=\"text-align: center\">Thesis advisor: <a href=\"https:\/\/perso.atilf.fr\/VirginieAndre\/\"><strong>Virginie Andr\u00e9<\/strong><\/a>.<\/h5>\n<h5 style=\"text-align: center\">Defended on November 21st, 2025.<\/h5>\n<h6><span style=\"text-decoration: underline\">Jury<\/span><\/h6>\n<ul>\n<li>\n<h6><em>Pr\u00e9sident de jury<\/em> : Henry TYNE, Univ. de Perpignan Via Domitia (France)<\/h6>\n<\/li>\n<li>\n<h6><em>Rapportrice<\/em> : Isabelle RACINE, Univ. de Gen\u00e8ve (Suisse)<\/h6>\n<\/li>\n<li>\n<h6><em>Rapporteur<\/em> : Henry TYNE, Univ. de Perpignant Via Domitia (France)<\/h6>\n<\/li>\n<li>\n<h6><em>Examinatrice<\/em> : Carmen ALBERDI, Univ. de Grenade (Espagne)<\/h6>\n<\/li>\n<li>\n<h6><em>Examinateur<\/em> : Alex BOULTON, Univ. de Lorraine (France)<\/h6>\n<\/li>\n<\/ul>\n<h5><\/h5>\n<h6 style=\"text-align: justify\">This thesis lies at the interface between corpus linguistics and language teaching. More specifically, it aims to establish links between corpus linguistics and the instruction of spoken French as a Foreign Language (FFL). Current research in this field agrees that exposure to the target language is essential for learners. Exploiting authentic oral and multimodal corpora to teach and learn to interact is currently one of the didactic methodologies being experimented with by many FFL teachers and learners in different approaches (Ravazzolo, Etienne 2019; Etienne, Jouin 2019; Andr\u00e9 2019, 2018). There are several ways of exploiting corpora for didactic purposes, and several types of corpus can be the subject of pedagogical sequences in FLE (Andr\u00e9 2019). This confrontation of learners with target-language corpora is an extension of the use of authentic documents in didactics (Holec 1990; Boulton 2009). Since the 1970s, new forms of exposure have emerged, particularly with technological advances and access to digital technology.<\/h6>\n<h6 style=\"text-align: justify\">The thesis will focus on the use of corpora for teaching purposes according to the principles of data-driven learning (Johns 1991, Aston 2001), translated into French as apprentissage sur corpus (ASC) (Boulton, Tyne 2014), and data-based learning, in French apprentissage avec corpus (AAC) with a focus on developing learners&rsquo; interactional competence. Studies to date reveal that ASC enables teachers and learners to approach language in innovative ways. The question of interactional competence, on the other hand, has received little attention in FLE didactics. Learners then ask questions that teachers don&rsquo;t know how to answer or don&rsquo;t want to, not least because descriptions of French French Talk-In-Interaction are poorly referenced in textbooks and grammars (see, for example, Blanche-Beneviste, Jeanjean 1987; Mondada 2002; Kerbrat-Orecchioni 2005; Traverso 2016; Giroud, Surcouf 2016). Yet these questions are legitimate and can be addressed in conjunction with ASC and AAC, which enable the development of more effective learning behavior than explicit grammar, that which is prescribed by the teacher (Lin 2019, Liu 2011, Miangah 2011). We also highlight the learning strategies (Oxford 1990) implemented during ASC and AAC sessions, which foster the development of learners&rsquo; language awareness and, ultimately, of learners&rsquo; interactional competence. We address four research questions: (1) How do learners process corpus data? (2) What components of interactional competence are learners working on? (3) What learning strategies are implemented during the processing of corpus data? (4) Is there a correlation between the learning strategies implemented and the development of interactional competence?<\/h6>\n","protected":false},"excerpt":{"rendered":"<p>Vers une didactique de l&rsquo;interaction : l&rsquo;apprentissage avec et sur corpus au service du d\u00e9veloppement de la comp\u00e9tence interactionnelle en FLE. Sous la direction de Virginie Andr\u00e9. Soutenue le 21 novembre 2025 \u00e0 l&rsquo;Universit\u00e9 de Lorraine. Jury Pr\u00e9sident de jury : Henry TYNE, Univ. de Perpignan Via Domitia (France) Rapportrice : Isabelle RACINE, Univ. de [&hellip;]<\/p>\n","protected":false},"author":103,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-345","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/perso.atilf.fr\/ccousinard\/wp-json\/wp\/v2\/pages\/345","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/perso.atilf.fr\/ccousinard\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/perso.atilf.fr\/ccousinard\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/ccousinard\/wp-json\/wp\/v2\/users\/103"}],"replies":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/ccousinard\/wp-json\/wp\/v2\/comments?post=345"}],"version-history":[{"count":10,"href":"https:\/\/perso.atilf.fr\/ccousinard\/wp-json\/wp\/v2\/pages\/345\/revisions"}],"predecessor-version":[{"id":537,"href":"https:\/\/perso.atilf.fr\/ccousinard\/wp-json\/wp\/v2\/pages\/345\/revisions\/537"}],"wp:attachment":[{"href":"https:\/\/perso.atilf.fr\/ccousinard\/wp-json\/wp\/v2\/media?parent=345"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}