Anne Grobet - Academia.edu (original) (raw)
Papers by Anne Grobet
Nous appréhendons les différents effets interprétatifs liés à la réalisation prosodique de certai... more Nous appréhendons les différents effets interprétatifs liés à la réalisation prosodique de certains connecteurs. L'intégration ou l'autonomisation prosodique des connecteurs retenus pour cette étude (mais et parce que) peut en effet fournir des informations sur leur portée (en avant et en arrière) ainsi que sur la nature des relations textuelles qu'ils réalisent (relation directe ou indirecte). We argue here that the analysis of "discourse markers" in spoken discourse must take into consideration their intonational configuration (with or without a declination reset, followed by a pause, etc.), because these configurations inform us about different forms of clause combining (direct vs indirect relation, scope of the connector, etc.).
Processus interactionnels et situations éducatives, 2008
While instructional interaction is shaped by situated and dynamic conversational mechanisms, it a... more While instructional interaction is shaped by situated and dynamic conversational mechanisms, it also realises institutional "projects" designed beforehand (i.e. in the curriculum). In order to interpret participants' orientation towards these projects, as it is displayed in interaction, drawing on a mesointeractional level is often needed. We analyse two phenomena relating to this level in early immersion classroom interaction: saturation, an interactive process aiming at the co-construction of the necessary information at a given point in interaction, in relation to a given activity, and mesoalternation, performing language alternation at certain points of transition between activities addressing both didactic strategies and institutional organisation. The identification of this mesointeractional level lies on theoretical, methodological and epistemological issues. In between approaches that are deeply rooted in the micro level and do not find it useful to oppose it to a macro level and those that provide a top-down perspective on the micro-level, our approach offers a bottomup perspective (micro to macro). This results in applying a new lense on analytical units of/in interaction and an integrated or continuous treatment of different types of data.
Champs linguistiques, Mar 1, 2002
Champs linguistiques, Mar 1, 2002
Champs linguistiques, Mar 1, 2002
Scolia, 2002
The aim of this study is to investigate the problem of topic identification in dialogues. After a... more The aim of this study is to investigate the problem of topic identification in dialogues. After a brief survey of the state of the art, topic identification is examined through three working hypotheses : 1. a discursive approach of information structure, 2. a heuristic topic conception ; 3. a modular method. Examples are provided by the study of some lexical and syntactic topic markers and by a brief commentary of the role of discourse structure in topic identification.
John Benjamins Publishing Company eBooks, 2013
This chapter aims to achieve a better understanding of the role of plurilingualism not only in th... more This chapter aims to achieve a better understanding of the role of plurilingualism not only in the development of new communicative skills, but also in the construction of knowledge in higher education. On the basis of a theoretical framework at the crossroads between conversation analysis, discourse analysis, studies on second language acquisition and plurilingualism, we develop new analytical tools. We particularly focus here on a class sequence recorded in the Faculty of Law at the University of Zurich, which illustrates very well the relevance of language negotiation to the conceptualisation process. Our analysis brings in important distinctions between different linguistic modes (plurilingual vs unilingual) and participation regimes (more or less collaborative) and shows how the plurilingual mode connected to a collaborative participation can stimulate the acquisition process, the discourse activity (for example, a definition sequence) being also relevant to the shaping of knowledge. Furthermore, beyond the practice stage, we underline the role played by social representations in this regard. We conclude on the notion of plurilingualism as an asset.
Cahiers de linguistique française, 1996
Champs linguistiques, Mar 1, 2002
Le français à l'université. Bulletin des départements de français dans le monde, Sep 24, 2014
Ouvrage riche et dense, Langues en contact — Langues en contraste. Typologie, plurilinguismes et ... more Ouvrage riche et dense, Langues en contact — Langues en contraste. Typologie, plurilinguismes et apprentissages, de Stephane Borel, s’inscrit dans la mouvance des etudes actuelles sur le plurilinguisme, le considerant comme un enjeu crucial pour la construction de l’individu et de la societe (p. ex. Gajo, 2001; Moore, 2006), un capital a preserver notamment en Europe au-dela de l’utilisation de l’anglais comme lingua franca (Grin, 2005). Le contact de langues y est considere sous divers angles, (...)
ABSTRACT This chapter aims to achieve a better understanding of the role of plurilingualism not o... more ABSTRACT This chapter aims to achieve a better understanding of the role of plurilingualism not only in the development of new communicative skills, but also in the construction of knowledge in higher education. On the basis of a theoretical framework at the crossroads between conversation analysis, discourse analysis, studies on second language acquisition and plurilingualism, we develop new analytical tools. We particularly focus here on a class sequence recorded in the Faculty of Law at the University of Zurich, which illustrates very well the relevance of language negotiation to the conceptualisation process. Our analysis brings in important distinctions between different linguistic modes (plurilingual vs unilingual) and participation regimes (more or less collaborative) and shows how the plurilingual mode connected to a collaborative participation can stimulate the acquisition process, the discourse activity (for example, a definition sequence) being also relevant to the shaping of knowledge. Furthermore, beyond the practice stage, we underline the role played by social representations in this regard. We conclude on the notion of plurilingualism as an asset.
Cahiers de linguistique française, 1999
Les As. reexaminent la problematique des typologies textuelles ou discursives, qui sous-tend la q... more Les As. reexaminent la problematique des typologies textuelles ou discursives, qui sous-tend la question de l'heterogeneite compositionnelle des productions langagieres et qui a donne lieu a un grand nombre d'hypotheses et de publications ces 20 dernieres annees, et montrent comment elle peut etre renouvelee et precisee dans une approche modulaire. Leur objectif est ici de saisir, au moyen de quelques remarques preliminaires, le grain d'analyse et le champ notionnel pertinent de la problematique compositionnelle
![Research paper thumbnail of Compte rendu [de : Fazel Lauzon, V. (2014). Comprendre et apprendre dans l'interaction. Les séquences d'explication et classe de français langue seconde]](https://attachments.academia-assets.com/108149083/thumbnails/1.jpg)
](Bulletin VALS-ASLA, 2014
, V. (2014). Comprendre et apprendre dans l'interaction. Les séquences d'explication en classe de... more , V. (2014). Comprendre et apprendre dans l'interaction. Les séquences d'explication en classe de français langue seconde.
Bulletin suisse de linguistique appliquée, 2009
In der vorliegenden Studie (durchgeführt im Rahmen des von Laurent Gajo geleiteten Projekts Const... more In der vorliegenden Studie (durchgeführt im Rahmen des von Laurent Gajo geleiteten Projekts Construction intégrée des savoirs linguistiques et disciplinaires dans l'enseignement bilingue au secondaire et au tertiaire) werden Vorstellungen der betroffenen Akteure über bilingualen Sachfachunterricht in Bezug zu Beispielen von real beobachteten Interaktionen gesetzt. Dabei können eine Reihe von Diskrepanzen aufgedeckt werden, da sich die Praxis häufig als wesentlich komplexer als die ihr zugrunde liegenden Vorstellungen erweist. Des Weiteren wird den fachspezifischen Eigenheiten besondere Aufmerksamkeit geschenkt und die Vorstellung hinterfragt, die die Mathematik als eine "Sprache an sich" ansieht. Die Analyse einiger Mustersequenzen veranschaulicht die vielseitige Realität der Arbeit in bilingualen Klassen-sowohl in den Geistes-und Sozialwissenschaften als auch in den Naturwissenschaften. Letztlich werden einige fachdidaktischen Empfehlungen abgegeben, die sich aus unseren Beobachtungen ableiten lassen.
Nous appréhendons les différents effets interprétatifs liés à la réalisation prosodique de certai... more Nous appréhendons les différents effets interprétatifs liés à la réalisation prosodique de certains connecteurs. L'intégration ou l'autonomisation prosodique des connecteurs retenus pour cette étude (mais et parce que) peut en effet fournir des informations sur leur portée (en avant et en arrière) ainsi que sur la nature des relations textuelles qu'ils réalisent (relation directe ou indirecte). We argue here that the analysis of "discourse markers" in spoken discourse must take into consideration their intonational configuration (with or without a declination reset, followed by a pause, etc.), because these configurations inform us about different forms of clause combining (direct vs indirect relation, scope of the connector, etc.).
Processus interactionnels et situations éducatives, 2008
While instructional interaction is shaped by situated and dynamic conversational mechanisms, it a... more While instructional interaction is shaped by situated and dynamic conversational mechanisms, it also realises institutional "projects" designed beforehand (i.e. in the curriculum). In order to interpret participants' orientation towards these projects, as it is displayed in interaction, drawing on a mesointeractional level is often needed. We analyse two phenomena relating to this level in early immersion classroom interaction: saturation, an interactive process aiming at the co-construction of the necessary information at a given point in interaction, in relation to a given activity, and mesoalternation, performing language alternation at certain points of transition between activities addressing both didactic strategies and institutional organisation. The identification of this mesointeractional level lies on theoretical, methodological and epistemological issues. In between approaches that are deeply rooted in the micro level and do not find it useful to oppose it to a macro level and those that provide a top-down perspective on the micro-level, our approach offers a bottomup perspective (micro to macro). This results in applying a new lense on analytical units of/in interaction and an integrated or continuous treatment of different types of data.
Champs linguistiques, Mar 1, 2002
Champs linguistiques, Mar 1, 2002
Champs linguistiques, Mar 1, 2002
Scolia, 2002
The aim of this study is to investigate the problem of topic identification in dialogues. After a... more The aim of this study is to investigate the problem of topic identification in dialogues. After a brief survey of the state of the art, topic identification is examined through three working hypotheses : 1. a discursive approach of information structure, 2. a heuristic topic conception ; 3. a modular method. Examples are provided by the study of some lexical and syntactic topic markers and by a brief commentary of the role of discourse structure in topic identification.
John Benjamins Publishing Company eBooks, 2013
This chapter aims to achieve a better understanding of the role of plurilingualism not only in th... more This chapter aims to achieve a better understanding of the role of plurilingualism not only in the development of new communicative skills, but also in the construction of knowledge in higher education. On the basis of a theoretical framework at the crossroads between conversation analysis, discourse analysis, studies on second language acquisition and plurilingualism, we develop new analytical tools. We particularly focus here on a class sequence recorded in the Faculty of Law at the University of Zurich, which illustrates very well the relevance of language negotiation to the conceptualisation process. Our analysis brings in important distinctions between different linguistic modes (plurilingual vs unilingual) and participation regimes (more or less collaborative) and shows how the plurilingual mode connected to a collaborative participation can stimulate the acquisition process, the discourse activity (for example, a definition sequence) being also relevant to the shaping of knowledge. Furthermore, beyond the practice stage, we underline the role played by social representations in this regard. We conclude on the notion of plurilingualism as an asset.
Cahiers de linguistique française, 1996
Champs linguistiques, Mar 1, 2002
Le français à l'université. Bulletin des départements de français dans le monde, Sep 24, 2014
Ouvrage riche et dense, Langues en contact — Langues en contraste. Typologie, plurilinguismes et ... more Ouvrage riche et dense, Langues en contact — Langues en contraste. Typologie, plurilinguismes et apprentissages, de Stephane Borel, s’inscrit dans la mouvance des etudes actuelles sur le plurilinguisme, le considerant comme un enjeu crucial pour la construction de l’individu et de la societe (p. ex. Gajo, 2001; Moore, 2006), un capital a preserver notamment en Europe au-dela de l’utilisation de l’anglais comme lingua franca (Grin, 2005). Le contact de langues y est considere sous divers angles, (...)
ABSTRACT This chapter aims to achieve a better understanding of the role of plurilingualism not o... more ABSTRACT This chapter aims to achieve a better understanding of the role of plurilingualism not only in the development of new communicative skills, but also in the construction of knowledge in higher education. On the basis of a theoretical framework at the crossroads between conversation analysis, discourse analysis, studies on second language acquisition and plurilingualism, we develop new analytical tools. We particularly focus here on a class sequence recorded in the Faculty of Law at the University of Zurich, which illustrates very well the relevance of language negotiation to the conceptualisation process. Our analysis brings in important distinctions between different linguistic modes (plurilingual vs unilingual) and participation regimes (more or less collaborative) and shows how the plurilingual mode connected to a collaborative participation can stimulate the acquisition process, the discourse activity (for example, a definition sequence) being also relevant to the shaping of knowledge. Furthermore, beyond the practice stage, we underline the role played by social representations in this regard. We conclude on the notion of plurilingualism as an asset.
Cahiers de linguistique française, 1999
Les As. reexaminent la problematique des typologies textuelles ou discursives, qui sous-tend la q... more Les As. reexaminent la problematique des typologies textuelles ou discursives, qui sous-tend la question de l'heterogeneite compositionnelle des productions langagieres et qui a donne lieu a un grand nombre d'hypotheses et de publications ces 20 dernieres annees, et montrent comment elle peut etre renouvelee et precisee dans une approche modulaire. Leur objectif est ici de saisir, au moyen de quelques remarques preliminaires, le grain d'analyse et le champ notionnel pertinent de la problematique compositionnelle
Bulletin VALS-ASLA, 2014
, V. (2014). Comprendre et apprendre dans l'interaction. Les séquences d'explication en classe de... more , V. (2014). Comprendre et apprendre dans l'interaction. Les séquences d'explication en classe de français langue seconde.
Bulletin suisse de linguistique appliquée, 2009
In der vorliegenden Studie (durchgeführt im Rahmen des von Laurent Gajo geleiteten Projekts Const... more In der vorliegenden Studie (durchgeführt im Rahmen des von Laurent Gajo geleiteten Projekts Construction intégrée des savoirs linguistiques et disciplinaires dans l'enseignement bilingue au secondaire et au tertiaire) werden Vorstellungen der betroffenen Akteure über bilingualen Sachfachunterricht in Bezug zu Beispielen von real beobachteten Interaktionen gesetzt. Dabei können eine Reihe von Diskrepanzen aufgedeckt werden, da sich die Praxis häufig als wesentlich komplexer als die ihr zugrunde liegenden Vorstellungen erweist. Des Weiteren wird den fachspezifischen Eigenheiten besondere Aufmerksamkeit geschenkt und die Vorstellung hinterfragt, die die Mathematik als eine "Sprache an sich" ansieht. Die Analyse einiger Mustersequenzen veranschaulicht die vielseitige Realität der Arbeit in bilingualen Klassen-sowohl in den Geistes-und Sozialwissenschaften als auch in den Naturwissenschaften. Letztlich werden einige fachdidaktischen Empfehlungen abgegeben, die sich aus unseren Beobachtungen ableiten lassen.
Rapport final PNR56 (Projet n° 405640-108656). Construction intégrée des savoirs linguistiques et disciplinaires dans l’enseignement bilingue au secondaire et au tertiaire, 2008