Modalités de collaboration entre pairs devant un ordinateur Étude pragmatique et didactique d'une activité de rédaction collective en Français Langue Étrangère

This work concerns the framework of verbal interactions analysis in a didactic context, having as focus a specific learning and interacting situation. Collective writing of a narrative text by two learners of French as a foreign language, sharing the same computer, has been collected and consequently analyzed. All the data has been collected in a formal language learning context. The main theoretical basis to the study is interactionist linguistic pragmatics, yet interactionist research on second language acquisition has been taken into consideration. The nature of the work is empirical and mainly descriptive. A qualitative and inductive approach allows for a better comprehension of the collaboration modalities amongst peers, during foreign language exchanges. The analysis links these modalities of collaboration together with the activation of each learner's interactional competence as well as their capacity to deal with their linguistic difficulties. Moreover, it has been necessary to question the potential effects of a computer on the interactions described. With regards to the objectives, two activities amongst others within the given task have been selected: the activities involving content elaboration, in which the learners negotiate and build the fictional universe of the text; and the metalinguistic activities in which they confront linguistic problems. The categorization, the description and the analysis of the various modalities involved in the accomplishment of the activities result in the identification of collaboration level indicators (behaviour, interactional and enunciative signs, management of asymmetries, interactional speaker profiles) as well as the characterization of the profiles of the dyads. The analysis of the coordination between verbal and non-verbal actions shows that if working with a computer seems to promote greater learner participation in the activity, yet it does not necessarily imply that learners are going to be orientated towards the interactional process and towards ...