Évaluation de la compétence grammaticale chez des adultes francophones apprenant l'espagnol langue étrangère

Abstract : The framework of our study is focused on the assessment of linguistic and metalinguistic knowledge of francophone adults learning Spanish as a foreign language. This knowledge constitutes the basis of grammatical competence built by learners as they develop skills in the target language.Our aim is the observation of linguistic and metalinguistic knowledge used by francophone adult learners of Spanish as a second language (L2). Thus, we designed and directed an experimental study to 30 French-speakers with a threshold-level in Spanish, based on the Common European Framework of Reference for Languages (Council of Europe, 2001). Our approach consisted of two experimental tasks: A decision making task and a task of oral production. The first task was conducted with a grammaticality judgement test in which participants had to evaluate, in a limited response time, a corpus of 36 sentences (presented one after the other, at both written and oral). The second task was conducted with the definitive confirmation of judgments about the corpus. Participants were thus asked to give a final judgement about the correctness of sentences (without measuring response time). If they judged a sentence as incorrect, they have to specify the error and explain it. As for the oral production task, the participants were asked to produce a descriptive and narrative speech in Spanish by using visual stimuli (a comic strip). The results achieved allowed us to collect data on the response time, on the sentences judgment ability, on the type of speech used to explain the error and on syntactical structures used spontaneously in oral speech. Those data were analyzed and discussed with the aim of providing insights on the capacity of francophone adults learning Spanish as a foreign language for detecting and explaining errors in the target language; on their difficulties in acquiring the Spanish grammatical system; and on their knowledge to analyze and produce structures in target language.The results enabled us to reconsider the learning of Spanish grammar otherwise with a view to teaching models adapted to the metacognitive and metalinguistic skills of francophone learners.
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Luis Salazar Perafan. Évaluation de la compétence grammaticale chez des adultes francophones apprenant l'espagnol langue étrangère. Linguistique. Université Toulouse le Mirail - Toulouse II, 2016. Français. ⟨NNT : 2016TOU20011⟩. ⟨tel-01897423⟩

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