Guess who? Chunks in FL acquisition by young learners

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Guess who? Essayer de comprendre et de se faire comprendre en anglais langue seconde à l'école primaire Shona WHYTE Université de Nice-Sophia Antipolis www.unice.fr/whyte

description

Presentation to Acquisition & Didactics workshop at the SAES conference in Bordeaux, May 2009.

Transcript of Guess who? Chunks in FL acquisition by young learners

Page 1: Guess who? Chunks in FL acquisition by young learners

Guess who?

Essayer de comprendre et de se faire comprendre en anglais langue seconde à

l'école primaire

Shona WHYTEUniversité de Nice-Sophia Antipolis

www.unice.fr/whyte

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1. contexte : langues étrangères au primaire

2. acquisition précoce : langage préfabriqué

3. projet : Guess Who?

4. analyse et discussion

5. conclusion

Guess Who? SAES Bordeaux 2009 [email protected]

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contexte

Langues vivantes à l'école primaire

● Début précoce : Cycle 2 – GS (5ans), CP, CE1● Formation didactique LV : Professeurs des Ecoles ● Programme 2008 : Cadre européen commun de

référence (CECR)

Guess Who? SAES Bordeaux 2009 [email protected]

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contexte

The CEFR and education policies in Europe

At the beginning of the 2005 academic year, the French Education Department introduced a new scheme to revitalize the teaching and learning of FLs. This scheme includes new regulations recognizing the CEFR as the basis for the teaching and learning of languages throughout primary and secondary schooling from 2007 onward. Level A1 is specified as the target for the end of primary school . . .

Gérard BonnetModern Language Journal, 91 (2007)

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contexte

The shaky ground beneath the CEFR

The CEFR enterprise is good for Europe and its citizens. However, we must not forget that its empirical base consists of judgments of language teachers and other experts . . . [There is an] urgent need to test empirically the implications of the CEFR using real L2 learners rather than teachers

Jan HulstijnModern Language Journal, 91 (2007)

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contexte

CECR : dans la classe

● perspective actionnelle● tâches, microtâches ● plurilinguisme, interculturel

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contexte

Quid de l'acquisition ?

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acquisition précoce

Elèves LVE débutants

● sensibilité phonologique (CPH)● importance du lexique (Cameron, 2001)● rôle de langage préfabriqué (chunks)

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acquisition précoce

Langage préfabriqué (chunks)

ʔaʊɑʁiu:

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acquisition précoce

Langage préfabriqué

Q: ʔaʊɑʁiu: R: fain ʔaʊɑʁiu:

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acquisition précoce

Chunks ou langage préfabriqué : Myles, Mitchell, & Hooper

● A means of outperforming competence (Krashen & Scarcella, 1978)

● Rapid-processing devices (Myles, Hooper, & Mitchell, 1998)

● Easy entry into communication when the generative capability is underdeveloped (Myles, 2004)

● [gives] the impression of having a more sophisticated linguistic system than is the case (Myles, 2004)

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acquisition précoce

Définition :● A sequence, continuous or discontinuous, of

words or other elements, which is, or appears to be, prefabricated: that is, stored and retrieved whole from memory at the time of use, rather than being subject to generation or analysis by the language grammar

Wray, 2002

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acquisition précoce

Définition :

● An invariant multimorphemic phrase or sentence, fluently but perhaps inaccurately produced, and used at times with overextended semantic or pragmatic functions, compared with target language norms

Myles, Mitchell & Hooper, 1999

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acquisition précoce

Synonymes :

● routines/séquences/expressions préformées

● formules “prêtes à l'emploi”

● expressions non-analysées

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acquisition précoce

Identification : Chunks . . .

● show greater length and complexity than other output

● exhibit phonological coherence (fluent, nonhesitant encoding)

● may be used inappropriately (overextension)

● are generally used in same form, with no parts substitutable

● appear well-formed and grammatically advanced

● are context-dependent (e.g., classroom routines)

Myles, Mitchell & Hooper, 1999

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acquisition précoce

Langage préfabriqué : pourquoi ?

● permet de s'exprimer sous pression communicative

● donne une ouverture vers le groupe verbal (plus complexe)

● son désassemblage participe au développement interlinguistique

Myles, Hooper & Mitchell, 1998

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acquisition précoce

Le désassemblage d'une expression préfabriquée

(chunk breakdown)

● intervient progressivement au cours de l'évolution interlinguistique

● survient lors d'une inadéquation entre ressources langagières (préfabriquées) et besoins communicatifs

● peut être lié au système de référence (développement pronominal)

Myles, Hooper & Mitchell, 1998

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acquisition précoce

Spot the chunk . . .

I've got short straight brown hair

and brown eyes.

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acquisition précoce

I've got short straight brown hair and brown eyes.

● groupe intonatif unique

● grammaticalement complexe et bien formé

● dépend du contexte (routine de la classe)

● pas de substitutions (he's got/she's got)

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le projet ● 9 élèves âgés de 8 à 10 ans

● Cycle 3 (CE2, CM1, CM2 ; classe multi-niveaux)

– 3 x 8 ans 60 h d'anglais (1an et demi)

– 2 x 9 ans 120 h (2 ans et demi)

– 4 x 10 ans 120 h

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âge Garçons Filles

8 E, N C

9 B, D

10 K, L, M, T

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le projet

Guess Who? Projet eTwinning

● se décrire, décrire les autres● échange de photos de classe et d'enregistrements

audio avec d'autres classes (française, grècque)● tâche : comprendre pour identifier les élèves

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le projet

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Guess Who? PRODUCTION RECEPTION

1 Envoi/réception de photos et mp3s présentation

Se décrire à l'oral Comprendre une auto-description orale

2 Envoi/réception de mp3 hypothèses

Décrire un autre à l'oral

Comprendre une description orale d'un autre

3 Envoi/réception de cartes réponses

Se décrire à l'écrit Comprendre une description écrite

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le projet

PRODUCTION

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✗ Préparation1 Dec 4 audio se décrire2 Dec 18 audio se décrire

✗ Projet3 Jan 15 audio se décrire4 Jan 22/29 audio décrire un autre5 Fev 5 vidéo décrire un autre

✗ Evaluation6 Fév 18 écrit se décrire, décrire un autre

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le projet

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I've got long straight blond hair and blue eyes

short curly brown brown

dark (green)

He's got (black)

She's got

(Have you got)

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le projet

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Préparation 1 audio entraînement I've got

2 audio entraînement I've got

Projet 3 audio entraînement I've got présentation

4 audio entraînement He's gotShe's got

hypothèses (Fr)

5 vidéo “libre” He's gotShe's got

hypothèses (Gr)

Evaluation 6 écrit libre I've got / (s)he's got

Write about selfDraw/write other

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● I' got long curly brown hair, ind brown aise.● She s got long straigt blond hair, ind bloueaises

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analyse

Possession (got)

1. zéro Ø short straight blond hair and blue eyes

2. have you got formule préfabriquée

overextension (= I've got)

1. /avgɒt/ formule intermédiaire (have you got/I've got)

2. I've got formule préfabriquée

3. he/she have got formule intermédiaire (I've got/he's got)

4. he's/she's got formule préfabriquée

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Productions – niveau 1

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Productions – niveau 2

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Productions – niveau 3

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analyse

● Niveau 1

– Langage préfabriqué (I've got, (s)he's got)

– Pas de variation, pas de prise de risque● Niveau 2

– Désassemblage

– Variation, formes créatives (he have got)● Niveau 3

– 2 ou 3 énoncés analysés (I vs he/she)

– 2 formes à l'écrit

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Analyse : phonologie

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I've got long straight blond hair and brown eyes

he's got short curly brown blue

she's got

dark (green)

(have you got)

(black)

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phonologie

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aspiration hair I've gotandeyes

nasalisation longblond

and

groupe avec liquide blond straightbrowngreen

diphthongues I'vebrowneye

hairstraight

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Phonologie : aspiration

Aspiration hair (h)eyes

1.Pas de /h/ (1 apprenant)

D blɔn ɝ ɑ̃də bluaɪz blu bʁ bʁaʊn aɪz

2./h/ intrusif > chunk (5 apprenants)

B bluhaɪz > bluaɪz ; braʊn haɪz > braʊnaɪz

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Phonologie: liquid clusters

Liquides br(own) bl(ond) /ʁ/

bl(ue) straight /ɹ/ /r/ / ɾ/ -> /w/

1. stw (D, L)

2. stw/str (N, C, E, T)

3. stw -> str (B, K, M)

Stratégies métacognitives

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Guess Who? SAES Bordeaux 2009 [email protected]

I Moi je me souviens de deux problèmes de prononciation qu'on avait travaillé=

K =straight

I Straight. Dis-le bien pour la caméra maintenant.

K Straight.

I Oh dis donc c'est bien maintenant. Comment t'as fait ?

K Chais pas

I A quoi tu penses parce qu'il y avait un moment, je me souviens on en avait parlé, tu m'avais dit de le dire très doucement. Tu te souviens? Et à partir de ce jour-là, t'as commencé à le dire bien. Qu'est-ce que t'as compris ce jour-là ?

K Ben parce que je prononçais doucement hein lentement et syllabe par syllabe et après je suis arrivée.

I Sauf que straight, c'est combien de syllabes ?

K Trois

I Tu crois ?

K Non, une.

I Non mais dis-moi alors

K (2s) stu-e-t

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conclusion

langage préfabriqué● joue un rôle dans la production du débutant● évolue selon l'apprenant et la microtâche

– plaquage

– désassemblage

– règle IP

● effets phonologiques

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conclusion

Conséquences pour la classe ?● la tâche

– peut encourager la création de chunks

– doit inclure la variation (I > he > she)

● l'enseignant– courbe d'apprentissage en U

– l'écrit comme source d'information IL

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● I' got long curly brown hair, ind brown aise.● She s got long straigt blond hair, ind bloueaises

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références

● Bonnet, G. (2007). The CEFR and education policies in Europe. Modern Language Journal, 91.

● Cameron, L. (2001). Teaching languages to young learners. Cambridge: CUP.

● Hulstijn, J. (2007). The shaky ground beneath the CEFR. Modern Language Journal, 91.

● Myles, F. (2004). From data to theory: the overrepresentation of linguistic knowledge in SLA. Transactions of the Philological Society.

● Myles, F., Hooper, J., Mitchell, R. (1998). Rote or rule? Explaining the role of formulaic language in classroom foreign language learning. Language Learning.

● Myles, F., Mitchell, R., & Hooper, J. (1999). Interrogative chunks in French. Studies in Second Language Acquisition.

● Wray, A. (2002). Formulaic language and the lexicon. Cambridge: CUP..