L'apport et les limites des références théoriques dans la constitution de l'inconscient cognitif chez l'enfant apprenant une L. 2 à l'école : une gageure didactique ?

Abstract : Definitions lead us to wonder how the cognitive unconscious of a child learning a SL at school builds up. Will theoretical references allow us to determine specific processes? Children's identification problems, the building up of structuring dynamisms based on universal knowledge, having an inneist linguistic acquisition system separate from the cognitive development, the close link between the cognitive and the linguistic dimensions are interesting data. The child's cognitive unconscious is based on a great degree of variability. Children's intuition should also be taken into account. There are limits to the traditional theoretical references. Ethology stresses the importance of past experiences and emotions. Neurobiology pinpoints the influence of the child's affective dimension over the cognitive unconscious.
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Yvon Rolland. L'apport et les limites des références théoriques dans la constitution de l'inconscient cognitif chez l'enfant apprenant une L. 2 à l'école : une gageure didactique ?. Expressions, Institut universitaire de formation des maîtres (IUFM) Réunion, 2004, pp.137-155. ⟨hal-02053075⟩

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