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Diagnostic et remédiation orientés vers le lexique en compréhension aurale de l’anglais

Abstract : This thesis applies a diagnostic perspective to the assessment of listening comprehension in English as a foreign language, which implies, on the one hand, attention to the underlying processes of comprehension (and not simply to its outcome), and on the other hand, an explicit link to associated remedial activities. In order to identify the strengths and weaknesses of French-speaking students as early as possible in their academic career, five diagnostic tests inspired by the results of research in foreign language acquisition and psycholinguistics were designed, focusing on phonemic discrimination, prosodic sensitivity, aural recognition of vocabulary, aural judgment of grammaticality, and phraseological knowledge, all of which are potential contributors to aural comprehension. A validity argument for each of these tests is presented, showing that each of them is reliable, unidimensional, and has satisfactory discriminatory power. They are also practical: they can be used online, are self-correcting and require a fairly short amount of time to complete. Finally, the items they are composed of show an influence of lexical frequency and the L1 of our subjects (French). We continued this validation by comparing the results of the five diagnostic instruments with those of a placement test in aural comprehension aligned with the CEFR. This allowed us to replicate well-established results, namely a significant correlation between lexical and grammatical knowledge on the one hand, and on the other the hierarchy of correlations with listening comprehension generally reported in the scientific literature: weak correlation between listening and phonemic discrimination, and medium to strong correlation between listening and lexical and grammatical knowledge. We also observed a weak to medium correlation between prosodic sensitivity and English L2 listening comprehension, already observed in a previous study with Japanese speaking subjects, and which we confirm here with French speaking subjects. A more peripheral result, previously observed in English-speaking adolescents, is the apparent lack of correlation between phonemic and prosodic discrimination in our population of English L2 students. Finally, a strong correlation was found between phraseological knowledge and listening comprehension. This strong role was confirmed by a logistic regression study in which the only significant predictor of listening comprehension was phraseological knowledge. We interpreted this result as showing the importance of higher level processing (involving meaning) in comprehension, and in particular the integration of the meaning of the different lexical elements recognized. It also shows that it is important to include a measure of phraseological knowledge when assessing linguistic skills in general and lexical knowledge in particular. Lexical assessment that focuses on single words will tend to overestimate learners’ knowledge, as they may not recognize the meaning of non-compositional expressions constructed from very frequent words. We conclude with an outline of a remediation module whose design principles are derived from our previous results: focus on the components of the oral comprehension process (especially lexical knowledge), importance of feedback, personalization, repeated, decontextualized and contextualized exposure, and cognitive engagement.
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Contributor : Marie-Pierre Jouannaud Connect in order to contact the contributor
Submitted on : Tuesday, March 16, 2021 - 2:20:00 PM
Last modification on : Thursday, March 18, 2021 - 3:20:25 AM
Long-term archiving on: : Thursday, June 17, 2021 - 7:34:17 PM


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Marie-Pierre Jouannaud. Diagnostic et remédiation orientés vers le lexique en compréhension aurale de l’anglais. Linguistique. Université Lyon 2 Lumière, 2021. Français. ⟨tel-03170753⟩



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