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Stratégies d'affirmation d'un élève ayant une déficience intellectuelle dans l'interaction avec son enseignante: compréhension et contribution

Andréa Lavigne, Delphine Odier-Guedj, Universita' Degli Studi Di Salerno, Universita' Degli Studi Di Salerno
2019

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From a corpus of verbal interactions in schools (pupils aged 6 to 11 years), we propose to analyze the issues of different affirmation processes summoned by the teacher in a verbal context of conflict (theoretical frame: discourse analysis and interactional pragmatic). We asked the following questions: how, using the affirmation, the teacher is in a (potential) conflictual context? What links the affirmation has generated? The teacher has generated some interpersonal relationship through its
more » ... agogical-didactic discourse: which are relevant? Our results show that the affirmation strategies are marked and convey interpersonal relationship tools (cooperation vs. conflict).
doi:10.14273/unisa-1631 fatcat:bpxtfjakvjgwrggbogvhmncmgq
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Andréa Lavigne, Delphine Odier-Guedj, Universita' Degli Studi Di Salerno, Universita' Degli Studi Di Salerno. "Stratégies d'affirmation d'un élève ayant une déficience intellectuelle dans l'interaction avec son enseignante: compréhension et contribution." (2019)