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Pour remédier au nombre insuffisant de maîtres qualifiés pour enseigner les langues vivantes à l’école primaire en France, de nombreux efforts ont été déployés. Par exemple, dès l’année 2001 une formation de dominante langue a été mise en place dans les IUFM. Elle permet aux stagiaires intéressés par les langues d’améliorer leurs compétences. Cependant, cette formation n’est qu’optionnelle pour le moment. Nous considérons que l’autoformation peut constituer une alternative pour répondre aux besoins des PE (Professeurs des écoles). Cet article décrit une expérience d’autoformation menée à l’IUFM de Nancy en 2004-2005. To increase the insufficient number of primary school teachers qualified to teach foreign languages in primary schools in France, several efforts were made by the Ministry of Education. For example, in 2001 a module called “Dominante Langues vivantes” was created in the Teacher Training Colleges to enable the students interested in languages to improve their competences. However, this module is only optional for second year students. We consider that self-directed learning can constitute an alternative to meet the needs of primary school teachers. This article describes an experiment of self-directed learning carried out in the Teacher Training Colleges of Nancy in 2004-2005.

International audience; Conversation represents a considerable amount of the daily language usage and plays an important role in language acquisition. In conversation, listeners simultaneously process their interlocutor's turn and prepare their own next turn. As such the turn-taking dynamics heavily relies on prediction. In other words, listeners avail prior knowledge to constrain both speech perception and production. Here we explored the relation between prediction and comprehension while watching two interlocutors having a conversation. We capitalize on gaze switch as a proxy of predictive behaviour to class dialogue turns as more or less well predicted and explore how this affects dialogue comprehension. Moreover, we study the extent to which speech degradation, by increasing the global uncertainty of the context, affects the relation between predictions, brain correlates of prediction errors (N400) and 2 global comprehension. Results show that 1) listeners direct gaze to the current speaker, in particular in challenging conditions, 2) gaze behaviour possibly affects the semantic processing of the upcoming turn (N400), 3) participants with a more efficient gaze predictive behaviour better solve semantic uncertainties at the turn onset, in particular in the most challenging listening condition. Our findings contribute to a better understanding of the relation between predictions, neural predictions errors and speech comprehension under challenging conditions.

International audience; This paper questions the relevance of a hybrid training to respond to the challenge of heterogeneity in an FFL class composed of 8 multilingual and multilevel doctoral students (A0-B2). We hypothesized that a differentiated pedagogical approach supported by a task-oriented autonomous hybrid system would allow to respond to the learners’ social, cognitive, and linguistic heterogeneity. To encourage their autonomy, the reorganization of multi-level didactic sequences is associated with metacognitive activities, which are themselves linked to social interactions with the teacher, between peers or with a community (social web). Our analysis focuses on the students’ appreciation of the multi-level class, the hybrid device and task-based pedagogy. Two corpora have been analyzed: the answers to two questionnaires proposed at the beginning and at the end of the training, and three interviews with learners at the beginning, in the middle and at the end of the course.; Cet article interroge la pertinence d’une formation hybride pour répondre au défi de l’hétérogénéité dans une classe de FLE composée de huit doctorants multilingues et multi-niveaux (A0-B2). Nous avons fait l’hypothèse qu’une démarche de pédagogie différenciée soutenue par un dispositif hybride autonomisant orienté vers un projet permettrait de répondre à l’hétérogénéité sociale, cognitive et linguistique des apprenants. Afin d’encourager l’autonomie des apprenants, la réorganisation de séquences didactiques multi-niveaux est associée à des activités métacognitives elles-mêmes reliées à des interactions sociales avec l’enseignant, entre pairs ou avec une communauté (web social). Notre analyse porte sur l’appréciation, par les étudiants, de la classe multi-niveaux, du dispositif hybride et de la pédagogie de projet. Elle croise deux corpus : les réponses à deux questionnaires proposés au début et à la fin de la session et trois entretiens conseils réalisés auprès des apprenants au début, au milieu et à la fin du cours.

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International audience; Speech perception involves segmenting a continuous stream of speech into its word components. This can be challenging in the case of homophonous utterances only differing in non-contrastive subphonemic features. Yet, the speech perception system seems able to discriminate subphonemic deviation in homophonous utterances, since it has been shown to elicit a mismatch response (MMN). Here, we focused on the oscillatory correlates, namely phase resetting and power, of non-contrastive subphonemic deviation processing in language. An oddball task that considered natural intraspeaker variability was used.Subphonemic deviance elicited intertrial phase coherence (ITC) differences in the theta band at Fz during the time window of the MMN. No differences in power were found. This suggests that the processing of subphonemic deviation in speech signals, reflected by the MMN, might rely on mechanisms of phase resetting. ITC might facilitate the synchronous firing of functional networks involved in the processing of subphonemic deviance

This is a reply to Caponigro 2019, which argues that the phrase structure theory proposed in Donati and Cecchetto 2011 and Cecchetto and Donati 2015 falls short of accounting for the attested patterns of free relative clauses. Caponigro questions the reliability of the data supporting D&C’s hypothesis that ever-relatives introduced by a phrase (ever+NP relatives) should not be assimilated to free relatives. This reply reports the findings of four controlled experiments in English and Italian and discusses five properties that set free relatives apart from full relatives (occurrence with a complementizer, occurrence with a relative pronoun, infinitival use, absolute use, adverbial use). Crucially, ever+NP relatives do not pattern like free relatives in any of these five domains, either in Italian or in English. This clearly shows that ever-relatives are not a counterexample to D&C’s phrase structure theory. Another potential counterexample, Romanian free relatives, is also discussed. As for ever+NP relatives, in Italian they are shown to be garden-variety headed relatives, while in English they are headed relatives that involve a D-to-D movement that is responsible for the syntactic formation of the complex determiner what+ever.

Collaborative remembering is essential to enabling teams to build shared understanding of projects and their progress. This article presents an analysis of collaborative remembering sequences in a corpus of interactions collected in a workplace where a team of designers developed a video television commercial. On the basis of coding and analysing linguistic and bodily behaviors in 158 such sequences, extracted from over 45 hours of video recordings, recurrent patterns of collaborative remembering processes were identified, relating to the interplay of work roles. This article shows that collaborative remembering in the design studio is structured by behavioural, interactive and social factors.

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We conducted two lexical decision experiments and one replication study to examine the scope of transposed-phoneme effects when the transposition involves non-adjacent phonemes. The critical stimuli were non-words derived from a real word (the base-word) either by transposing two phonemes or by substituting the same phonemes with different phonemes. In Experiment 1, the transposed phonemes belonged either to the same syllable (e.g. /bis.tɔk/ for the French base-word /bis.kɔt/) or to a different syllable (e.g. /ʃo.lo.ka/ for the French base-word /ʃo.ko.la/) and were located either at the beginning of the speech signal (e.g. /sib.kɔt/ for /bis.kɔt/; /ko.ʃo.la/ for /ʃo.ko.la/) or at the end (e.g. /bis.tɔk/ for /bis.kɔt/; /ʃo.lo.ka/ for /ʃo.ko.la/). Experiment 2 compared within-syllable and between-syllable transpositions derived from the same set of bi-syllabic base-words (e.g., /sib.kɔt/, /bik.sɔt/, /bis.tɔk/ for the base-word /biskɔt/). In both experiments, we found clear transposed-phoneme effects with longer "no" decisions for transposed-phoneme non-words compared with the matched substituted-phoneme non-words. The effect was of similar magnitude when the transposed phonemes occurred in the same syllable and across different syllables. Also, for both the within- and between-syllable transpositions, the size of the transposed-phoneme effect did not vary as a function of the position of the transposition. Overall, our results suggest that phonemes can migrate across their respective positions not only within a syllable, but also across syllables. More importantly, they also suggest that position-independent phonemes exert a continuous influence during the entire processing of the auditory stimulus to the extent that there is sufficient time for this influence to manifest itself.

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Dans le prolongement des recherches d’A.-G. Haudricourt, de F. Ozanne-Rivierre et de J.-C. Rivierre sur les processus evolutifs des langues kanak de la Nouvelle-Caledonie par rapport au proto-oceanien, cet article analyse des faits specifiques a deux langues de l’extreme nord de la Grande Terre, le nelemwa-nixumwak et le zuanga-yuanga. Dans ces langues, diverses neutralisations d’oppositions ont reduit l’inventaire des consonnes par rapport au proto-oceanien. Dans les langues de l’extreme-nord de la Grande Terre, la structure syllabique est generalement mieux preservee que dans le sud, mais une forte erosion syllabique est aussi a l’œuvre, plus particulierement en zuanga de Gomen ou toutes les consonnes finales ont chute. En revanche, le zuanga de Gomen a conserve une opposition perdue ailleurs, entre les consonnes dentales et retroflexes.

espanolEn la mayoria de trabajos actuales sobre la cuestion, se suele asumir que la oposicion entre pasivas adjetivales y verbales corresponde, respectivamente, a la oposicion entre pasivas estativas y eventivas. Por lo que respecta al espanol, se da por hecho tambien que las pasivas adjetivales se construyen con estar (El edificio esta bien construido) mientras que las pasivas verbales se construyen con ser (El edificio ya ha sido construido). No obstante, existe un grupo de verbos, el de los psicologicos de experimentante sujeto (VPES), que suponen un serio problema para estas generalizaciones, ya que las pasivas de VPES, pese a su denotacion incuestionablemente estativa, se construyen con ser: Pedro es temido. En este trabajo, se demuestra que las pasivas de VPES no son verbales, sino adjetivales, y que se construyen con ser porque denotan estados de nivel de individuo. EnglishIn the recent literature, it is widely assumed that adjectival passives are stative, while verbal passives are eventive. Regarding Spanish, it is also mostly assumed that adjectival passives only come with estar (El edificio esta bien construido, «The building is well built»), while verbal passives only come with ser (El edificio ya ha sido construido, «The building has already been built»). However, there is at least a group of verbs, that of subject experiencer psych verbs (SPEVs), which poses a serious problem to these generalizations, given that passives of SEPVs, although being unquestionably stative, are constructed with ser: Pedro es temido, «Pedro is feared». In this paper it is argued, that SEPV passives are not verbal, but adjectival, and that they take ser because they denote individual-level states.

Introduction Saisir la rationalité d’autrui au travers de son expression verbale est une pratique quotidienne et spontanée de tout interlocuteur. Cette pratique peut être mise en défaut quand autrui enfreint les règles attendues. Sans syntaxe pleinement partagée, avec une personne qui ne maîtrise pas la langue employée, ou quand le lexique et la sémantique divergent, la compréhension est rendue difficile, voire impossible. Parmi les sources de conflits, la folie paraît occuper une place de ch...

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Plural definite descriptions across many languages display two well-known properties. First, they can give rise to so-called non-maximal readings, in the sense that they ‘allow for exceptions’ (Mary read the books on the reading list, in some contexts, can be judged true even if Mary didn’t read all the books on the reading list). Second, while they tend to have a quasi-universal quantificational force in affirmative sentences (‘quasi-universal’ rather than simply ‘universal’ due to the possibility of exceptions we have just mentioned), they tend to be interpreted existentially in the scope of negation (a property often referred to as homogeneity, cf. Löbner in Linguist Philos 23:213–308, 2000). Building on previous works (in particular Krifka in Proceedings of SALT VI, Cornell University, pp 136–153, 1996 and Malamud in Semant Pragmat, 5:1–28, 2012), we offer a theory in which sentences containing plural definite expressions trigger a family of possible interpretations, and where general principles of language use account for their interpretation in various contexts and syntactic environments. Our theory solves a number of problems that these previous works encounter, and has broader empirical coverage in that it offers a precise analysis for sentences that display complex interactions between plural definites, quantifiers and bound variables, as well as for cases involving non-distributive predicates. The resulting proposal is briefly compared with an alternative proposal by Križ (Aspects of homogeneity in the semantics of natural language, University of Vienna, 2015), which has similar coverage but is based on a very different architecture and sometimes makes subtly different predictions.

Cet article interroge les principes de simplification recommandes par le FALC (« Facile a Lire et a Comprendre »), qui font partie des ressources utilisees par les acteurs socio-educatifs pour la redaction de textes informatifs a destination des migrants nouvellement arrives et peu ou pas francophones. A partir de l’etude de documents ecrits « simplifies » destines a des mineurs etrangers isoles (MNA), nous mettons en evidence la persistance de difficultes linguistiques qui peuvent entraver la comprehension et qui sont liees a une multiplicite d’interpretations des criteres d’ecriture (tres generalistes) du FALC. Pour y remedier, nous proposons de reflechir a des criteres plus specifiques qui s’appuient notamment sur les travaux de la linguistique de corpus et du francais parle, afin de degager des schemas lin-guistiques les plus proches des zone(s) de comprehension du public allophone.

The complex span task used to evaluate working memory (WM) capacity has been considered to be the most predictive task of fluid intelligence. However, the structure of the complex span tasks varies from one study to another, and it has not been questioned yet whether these variants could influence the predictive power of these tasks. Previous studies have typically used either structures based on alternating processing-storage patterns or alternating storage-processing patterns. We present one experiment in which the participants were submitted to both the processing-storage vs. storage-processing types. After completing both types of complex span tasks, the participants performed a reasoning test (Matrix Reasoning of the Wechsler Adult Intelligence Scale - WAIS-IV). The results showed a significant difference in the WM spans between the two conditions, with higher spans observed in the processing-storage alternating structure, and different serial position curves. However, the correlations showed that both types of tasks remained equally predictive of performance in the reasoning test. These results are discussed in regard to the time-based resource-sharing model.

La question de la forme de reference servant de base a l’enseignement de la langue francaise fait peu l’objet de debat dans la communaute educative. Cela s’explique notamment par la difficulte a faire evoluer la norme, a l’image des rectifications orthographiques de 1990. Cependant, des lors que l’on ne se limite plus au seul support ecrit, le probleme se pose de maniere differente. Dans notre article, nous nous proposons de discuter l’opportunite de definir un francais parle de reference, distinct de l’ecrit, a partir de corpus oraux. En ciblant quelques exemples, nous montrons qu’il est illusoire de faire comme si le francais parle avait la meme forme que le francais ecrit, y compris chez des locuteurs experts et nous en tirons des consequences pratiques pour son enseignement.

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This study examines how individual pragmatic skills, and more specifically, empathy, influences language processing when a temporary lexical ambiguity can be resolved via intonation. We designed a visual-world eye-tracking experiment in which participants could anticipate a referent before disambiguating lexical information became available, by inferring either a contrast meaning or a confirmatory meaning from the intonation contour alone. Our results show that individual empathy skills determine how listeners deal with the meaning alternatives of an ambiguous referent, and the way they use intonational meaning to disambiguate the referent. Listeners with better pragmatic skills (higher empathy) were sensitive to intonation cues when forming sound-meaning associations during the unfolding of an ambiguous referent, and showed higher sensitivity to all the alternative interpretations of that ambiguous referent. Less pragmatically skilled listeners showed weaker processing of intonational meaning because they needed subsequent disambiguating material to select a referent and showed less sensitivity to the set of alternative interpretations. Overall, our results call for taking into account individual pragmatic differences in the study of intonational meaning processing and sentence comprehension in general.

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Cet article propose une présentation du protocole PAC-Prosodie et une démonstration d’application de ce dernier dans le cadre des études sur les positionnements énonciatifs d’un point de vue suprasegmental. Nous proposons ici une étude qualitative sur les High Rising Terminals (HRT) dans le sud de Dublin en Irlande. Les HRT sont des montées stylistiques que l’on retrouve à la fin des énoncés déclaratifs et qui peuvent véhiculer des messages différents selon les locuteurs et prendre des formes phonétiques variées selon les variétés dans lesquelles on les retrouve. Dans cet article, nous détaillons l’intérêt des différentes tâches du protocole pour les études sur la prosodie des variétés d’anglais, et nous mettons en évidence l’importance d’un continuum dans le caractère écologique des données recueillies afin d’étudier au plus près les différentes fonctions pragmatiques de l’intonation. Après avoir présenté le programme PAC (Phonologie de l’Anglais Contemporain) et avoir exposé la méthodologie, les avantages, et les objectifs et intérêts du protocole PAC-Prosodie, nous proposons un résumé général des études sur les HRT dans différentes variétés d’anglais avant de nous focaliser sur le sud de Dublin. Nous démontrons dans cet article que le contexte de parole est hautement déterminant dans la fréquence des HRT dans le sud de Dublin, et que l’on retrouve davantage ces montées dans les tâches de parole les moins contrôlées. Nous démontrons également que les montées HRT sont différentes des montées que l’on retrouve dans les énoncés interrogatifs prototypiques dans le sud de la capitale irlandaise. Les montées HRT sont plus tardives, plus abruptes, et terminent plus haut dans la tessiture des locuteurs que les interrogatives. Enfin, de manière globale, nous montrons comment l’utilisation d’un protocole tel que le PAC-Prosodie peut être d’un grand intérêt dans les travaux sur les positionnements énonciatifs dans la prosodie des variétés d’anglais. This article presents the PAC Prosody protocol and demonstrates its interests when studying stance-taking from a suprasegmental perspective. We will show how the protocol can be used in a qualitative study on High Rising Terminals (HRTs) in the South of Dublin, Ireland. HRTs are rising tones that have a stylistic purpose and that appear at the end of statements. They can have different meanings depending on the speakers and have various phonetic forms depending on the variety of English in which they appear. In this article, we will show the usefulness of the different tasks of the protocol when studying varieties of English and their prosody. We will highlight how important a continuum in the ecological value of the data is for a thorough study of the different pragmatic functions of intonation. After introducing the PAC Program (Phonologie de l’Anglais Contemporain / Phonology of Contemporary English) and the PAC-Prosody methodology together with its advantages, aims, and utility, we will give a general overview of the various studies on HRTs in several varieties of English before focusing on the South of Dublin. In this article, we will show that the speech context is a decisive factor in the frequency of HRT in South Dublin, and that these rising tones are more frequent when the tasks are less controlled. We will also demonstrate that HRT rises are different from interrogative rises in the south of the Irish capital. Indeed, HRTs appear later, are steeper, and end up higher in the speakers’ pitch ranges. More generally, we will show how protocols such as PAC Prosody can be very useful when working on stance-taking in the prosody of varieties of English.

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This paper addresses the distribution of Genitives and PPs in deverbal nominalizations with a particular focus on Romanian -tor nominals that express agents, e.g., vânzător ‘seller’, and instruments, e.g., tocător ‘shredder’. The issue of the distribution of Genitives is central to understanding the argumental structure properties of deverbal nominalizations in Romanian, and cross-linguistically. Derived nominals expressing agents and instruments have been and continue to be the subject of much controversy in the literature with respect to whether they (or at least some of them) involve an argument structure. We argue that the existence of an argumental Genitive in Romanian provides strong support for views that propose that (at least a subclass of) agent nominals have argument-structure properties. However, we also show that a proper understanding of the distribution of Genitive case-marked complements and PPs bears upon their interpretive nature, and more particularly on their specific vs. non-specific interpretation.

International audience; Infants come to learn several hundreds of word forms by two years of age, and it is possible this involves carving these forms out from continuous speech. It has been proposed that the task is facilitated by the presence of prosodic boundaries. We revisit this claim by running computational models of word segmentation, with and without prosodic information, on a corpus of infant-directed speech. We use five cognitively-based algorithms, which vary in whether they employ a sub-lexical or a lexical segmentation strategy and whether they are simple heuristics or embody an ideal learner. Results show that providing expert-annotated prosodic breaks does not uniformly help all segmentation models. The sub-lexical algorithms, which perform more poorly, benefit most, while the lexical ones show a very small gain. Moreover, when prosodic information is derived automatically from the acoustic cues infants are known to be sensitive to, errors in the detection of the boundaries lead to smaller positive effects, and even negative ones for some algorithms. This shows that even though infants could potentially use prosodic breaks, it does not necessarily follow that they should incorporate prosody into their segmentation strategies, when confronted with realistic signals.

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Human-Human and Human-Robot Interaction are known to be influenced by a variety of modalities and parameters. Nevertheless, it remains a challenge to anticipate how a given mobile robot's navigation and appearance will impact how it is perceived by humans. Drawing a parallel with vocal prosody, we introduce the notion of movement prosody, which encompasses spatio-temporal and appearance dimensions which are involved in a person's perceptual experience of interacting with a mobile robot. We design a novel robot motion corpus, encompassing variables related to the kinematics, gaze, and appearance of the robot, which we hypothesize are involved in movement prosody. Initial results of three perception experiments suggest that these variables have significant influences on participants' perceptions of robot socio-affects and physical attributes., On sait que l'interaction homme-homme et homme-robot est influencée par une variété de modalités et de paramètres. Néanmoins, il reste difficile d'anticiper la façon dont la navigation et l'apparence d'un robot mobile donné influenceront la façon dont il sera perçu par les humains. En établissant un parallèle avec la prosodie vocale, nous introduisons la notion de prosodie du mouvement, qui englobe les dimensions spatiales, temporelles et d'apparence qui sont impliquées dans l'expérience perceptive d'une personne qui interagit avec un robot mobile. Nous concevons un nouveau corpus de mouvement de robot, englobant des variables liées à la cinématique, au regard et à l'apparence du robot, dont nous supposons qu'elles sont impliquées dans la prosodie du mouvement. Les premiers résultats de trois expériences de perception suggèrent que ces variables ont des influences significatives sur la perception de socio-affects et d'attributs physiques du robot.

This study addresses tonal marking of non-corrective contrastive focus in French. Speakers read aloud sentences composed of two parallel clauses, where the structure of the post verbal constituent under focus was varied by the presence (i.e., Noun focus) or absence (i.e., Noun Phrase focus) in the second clause of the final adjective appearing in the first clause. This way, we were able to test whether the Initial Rise is a marker of the span of an upcoming non-corrective contrast in the second clause. We posited that French speakers mark contrast tonally in the first and/or second clause. Corroborating previous findings, we found that a faster speech rate is associated with fewer Initial Rises. More importantly, an Initial Rise occurs on the direct object of the first clause more often when narrow focus spans only the Noun. Additionally, neither the height of the Initial Rise peak nor Hi peaks scaling depend on focus structure. These results suggest that anticipatory use of the Initial Rise may signal an upcoming contrast and represents additional complexity in the tonal encoding of the left edge of a contrastively focused constituent.

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Understanding how the brain maps time is central to neuroscience, behavior, psychology, and cognition. Just as in spatial navigation, self-positioning in a temporal cognitive map depends on numerous factors that are both exogenous and endogenous (e.g. time of day and experienced durations, respectively). The deprivation of external temporal landmarks can greatly reduce the ability of participants to orient in time and to formulate an adequate endogenous representation of time. However, this area of investigation in humans shows a great paucity of empirical data. This article aims at unearthing some of the experimental work that has systematically explored how humans' awareness of time is affected by varying degrees of isolation protocols. The assessment of the literature on the impact of isolation (broadly construed) on human temporalities may contribute to contextualizing the temporal distortions and disorientations reported during the ongoing worldwide pandemic Covid-19.

What is commonly considered as an epenthetic vowel can actually refer to at least two different realities: phonological epenthesis or phonetic excrescence. French schwa, noted [ә], is a vowel alternating with zero and limited to unstressed syllables that can appear word-internally or word-finally. This paper presents an extensive description of the distribution of word-final schwa in Standard French in order to shed light on its nature: is it an intrusive vowel or a full epenthetic vowel? To that extent, three large corpora of French containing more than 110 hours of speech were used to establish the presence of word-final schwa as a function of sociolinguistics, orthography, phonotactics and phonetics. Our conclusions are that word-final schwa is impacted by speech style, gender, orthography, phonotactics (i.e., the number of adjacent consonants and their sonority profile), and the phonological properties of the codas. However, speech rate does not impact word-final schwa realization. The specific results lead us to suggest that word-final schwa in Standard French shares similarities with intrusive vowels but ultimately behaves like a legit epenthetic vowel.

Nous présentons ici une méthodologie de l’apprentissage/enseignement de connaissances lexicales fondée sur la notion de « construction » et appliquée au français langue étrangère (niveau universitaire). Elle est illustrée sur un domaine particulier : celui des collocations verbo-nominales permettant d’exprimer le début (apparition, naissance, commencement), la continuation (persistance, poursuite) et la fin (disparition, arrêt) de l’existence de quelque chose. Les verbes et les noms retenus relèvent du lexique « transversal » des sciences humaines et sociales en contexte académique. Il est montré que les compatibilités (plus ou moins fortes) et les incompatibilités entre les verbes et les noms peuvent être expliquées aux apprenants en termes de ‘facette’ (c’est-à-dire de point de vue) que le verbe impose sur le nom, en fonction de son sens dans la construction considérée. Il est également montré que la comparaison de deux constructions exprimant une même idée principale permet de mesurer leur degré de proximité sémantique, sur la base des (in)compatibilités des verbes avec les grandes catégories de noms, et de leur plus ou moins forte affinité (ou incompatibilité absolue) avec les types de noms. La présentation des notions structurantes (facette, catégorie et type de noms) est suivie d’une description des outils didactiques qu’elles permettent de concevoir, et du compte rendu de trois séquences didactiques mises en place dans le cadre de la formation aux écrits universitaires. We present here a methodology for learning and teaching lexical knowledge based on the notion of “construction” and applied to French as a foreign language (university level). It is illustrated in a particular domain: that of verbo-nominal collocations allowing to express the beginning (appearance, birth, beginning), the continuation (persistence, continuation) and the end (disappearance, stop) of the existence of something; the verbs and nouns used come from the “transversal” lexicon of the human and social sciences in an academic context. It is shown that the (more or less strong) compatibilities and the incompatibilities between verbs and nouns can be explained to learners in terms of the ‘facet’ (i.e. point of view) that the verb imposes on the name, according to its meaning in the construction considered. It is also shown that the comparison of two constructions expressing the same main idea makes it possible to measure their degree of semantic proximity, on the basis of the (in)compatibilities of verbs with the major categories of nouns, and of their more or less strong affinity (or absolute incompatibility) with the types of names. The presentation of the structuring concepts (facet, category and type of nouns) is followed by a description of the didactic tools that they allow to design, and by the report of three didactic sequences set up as part of the training in academic writing.

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