De quelques activités langagières observées lors d’un processus d’élaboration conjointe de connaissances et d’apprentissage coopératif
This article examines how multilingual French speakers give meaning to the knowledge that they must acquire in order to take an applied linguistics exam in French at the Bachelor level. The collaborative work of a group of seven students (one male and six female) is analysed on the basis of a transc...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2018-06-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/1422 |
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| _version_ | 1841546572058329088 |
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| author | Thérèse Jeanneret |
| author_facet | Thérèse Jeanneret |
| author_sort | Thérèse Jeanneret |
| collection | DOAJ |
| description | This article examines how multilingual French speakers give meaning to the knowledge that they must acquire in order to take an applied linguistics exam in French at the Bachelor level. The collaborative work of a group of seven students (one male and six female) is analysed on the basis of a transcription of verbal messages conducted via WhatsApp on their smartphones. Drawing on sociocultural theories of activity, this paper focuses on the participants’ languaging of their knowledge. The study brings out different language activities such as the discursive development of definitions, the reasoned explanation of scientific articles, the collaborative naming of experiences related to linguistic practices, and the mobilization of learning experiences. These discursive activities about applied linguistics concepts allow for an appropriation on knowledge through what Bereiter (1994) calls progressive discourse, a discourse indicating an superior understanding of the concepts and theories in question. |
| format | Article |
| id | doaj-art-44ffa9eb00524d7eb53a03a04cb7eb4d |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2018-06-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-44ffa9eb00524d7eb53a03a04cb7eb4d2025-01-10T16:18:28ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272018-06-013410.4000/ripes.1422De quelques activités langagières observées lors d’un processus d’élaboration conjointe de connaissances et d’apprentissage coopératifThérèse JeanneretThis article examines how multilingual French speakers give meaning to the knowledge that they must acquire in order to take an applied linguistics exam in French at the Bachelor level. The collaborative work of a group of seven students (one male and six female) is analysed on the basis of a transcription of verbal messages conducted via WhatsApp on their smartphones. Drawing on sociocultural theories of activity, this paper focuses on the participants’ languaging of their knowledge. The study brings out different language activities such as the discursive development of definitions, the reasoned explanation of scientific articles, the collaborative naming of experiences related to linguistic practices, and the mobilization of learning experiences. These discursive activities about applied linguistics concepts allow for an appropriation on knowledge through what Bereiter (1994) calls progressive discourse, a discourse indicating an superior understanding of the concepts and theories in question.https://journals.openedition.org/ripes/1422rapport au savoirmise en discours collaborativeactivités cognitivo-langagièresindices d’apprentissage |
| spellingShingle | Thérèse Jeanneret De quelques activités langagières observées lors d’un processus d’élaboration conjointe de connaissances et d’apprentissage coopératif Revue Internationale de Pédagogie de l’Enseignement Supérieur rapport au savoir mise en discours collaborative activités cognitivo-langagières indices d’apprentissage |
| title | De quelques activités langagières observées lors d’un processus d’élaboration conjointe de connaissances et d’apprentissage coopératif |
| title_full | De quelques activités langagières observées lors d’un processus d’élaboration conjointe de connaissances et d’apprentissage coopératif |
| title_fullStr | De quelques activités langagières observées lors d’un processus d’élaboration conjointe de connaissances et d’apprentissage coopératif |
| title_full_unstemmed | De quelques activités langagières observées lors d’un processus d’élaboration conjointe de connaissances et d’apprentissage coopératif |
| title_short | De quelques activités langagières observées lors d’un processus d’élaboration conjointe de connaissances et d’apprentissage coopératif |
| title_sort | de quelques activites langagieres observees lors d un processus d elaboration conjointe de connaissances et d apprentissage cooperatif |
| topic | rapport au savoir mise en discours collaborative activités cognitivo-langagières indices d’apprentissage |
| url | https://journals.openedition.org/ripes/1422 |
| work_keys_str_mv | AT theresejeanneret dequelquesactiviteslangagieresobserveeslorsdunprocessusdelaborationconjointedeconnaissancesetdapprentissagecooperatif |