| dc.contributor.author | Lavigne, Andréa | |
| dc.contributor.author | Odier-Guedj, Delphine | |
| dc.date.accessioned | 2019-07-11T10:08:32Z | |
| dc.date.available | 2019-07-11T10:08:32Z | |
| dc.date.issued | 2016 | |
| dc.identifier.citation | Lavigne, Andréa et Delphine Odier-Guedj, “Stratégies d’affirmation d’un élève ayant une déficience intellectuelle dans l’interaction avec son enseignante: compréhension et contribution.” «Testi e linguaggi» 10(2016): 201-215. [Studi monografici. Sistemi e strategie di affermazione nella interazione A cura di Inmaculada Solís García, Juliette Delahaie e Nicoletta Gagliardi] | it_IT |
| dc.identifier.isbn | 978-88-430-8039-7 | it_IT |
| dc.identifier.issn | 1974-2886 | it_IT |
| dc.identifier.uri | http://elea.unisa.it:8080/xmlui/handle/10556/3386 | |
| dc.identifier.uri | http://dx.doi.org/10.14273/unisa-1631 | |
| dc.description.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). | it_IT |
| dc.format.extent | P. 201-215 | it_IT |
| dc.language.iso | fr | it_IT |
| dc.publisher | Roma : Carocci | it_IT |
| dc.source | UniSa. Sistema Bibliotecario di Ateneo | it_IT |
| dc.title | Stratégies d’affirmation d’un élève ayant une déficience intellectuelle dans l’interaction avec son enseignante: compréhension et contribution | it_IT |
| dc.type | Journal Article | it_IT |
