ERIC Number: ED231208
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Francais langue seconde: Les apprenants face au discours didactique oral. (French as a Second Language: How Learners Deal with Didactic Oral Discourse).
As part of a course in French for foreign post-graduate engineering students, recordings of a series of lectures in information science were used to highlight some of the problems involved in the comprehension of spoken scientific discourse. In order to observe whether repetitions within oral discourse were perceived as such by non-French speaking persons and to see whether they constituted a help or a hindrance to comprehension, four exercises were undertaken by the group. After the initial tape was played which provided the context and which was analyzed in detail, three other texts were presented to the group. For each one a cloze-type transcription was completed. Analysis of the exercises aimed at sensitizing these learners to the lexical, syntactic, and discursive reformulations which are common in this type of discourse. It was found that these reformulations often hinder rather than help comprehension because learners do not always perceive them as repetitions of all or part of something which has already been said, but mistake them for completely new items to be decoded and interpreted from scratch. To a great extent, this problem seems to be caused by the learners' inability to perceive the discourse as a whole composed of a number of interrelated parts. (Author/AMH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Nancy Univ., (France). Centre de Recherches et d'Applications Pedagogiques en Langues.
Note: In: Melanges Pedagogiques, 1982. p1-20.