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

Abstract

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 pedagogical-didactic discourse: which are relevant? Our results show that the affirmation strategies are marked and convey interpersonal relationship tools (cooperation vs. conflict).