“Te explicó qué quiere decir”, “te digo cómo se llama”. Interacciones niño-niño en torno a vocabulario no familiar
Résumé
Ce travail se donne pour objectif d’analyser les mouvements conversationnels auxquels ont recours des enfants de 12 ans pour expliquer du vocabulaire à des enfants de 4 ans en situation d’alphabétisation. Les situations ont été filmées en vidéo dans des écoles où un programme d’enfants tuteurs était mis en place. Les enfants participant au programme vivaient dans des communes urbaines marginalisées à Buenos Aires, en Argentine.
Le corpus de données analysées comprend 50 situations de tutorat. L’unité d’analyse a été constituée par des échanges au cours desquels un enfant plus âgé expliquait un ou plusieurs mots, désignait ou tentait d’expliciter un terme déterminé par le plus petit. Pour l’analyse des données, nous avons employé un processus qualitatif combiné à la méthode comparative constante (Glaser & Strauss, 1967; Strass & Corbin, 1991) et à l’analyse conversationnelle (Goodwin, 2000). Les résultats ont montré que dans ces situations, les enfants plus âgés ont recours non seulement à des informations linguistiques mais aussi à d’autres champs sémiotiques.
Mots-clés
Analyse d’interactions, acquisition de vocabulaireRéférences
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