La dimension culturelle dans l’acquisition d’une langue étrangère
Les attitudes des lycéens et des étudiants d’orientation philologique et non-philologique à l’égard des locuteurs de l’anglais
DOI :
https://doi.org/10.21301/eap.v16i4.10Mots-clés :
échelle de distance sociale de Bogardus, anglais comme langue étrangère, groupes d’orientation philologique et non-philologique, culture et locuteurs de la langue cible, distance socialeRésumé
Les attitudes à l’égard des locuteurs de la langue cible représentent un aspect de l’apprentissage d’une langue étrangère qui reflète la dimension culturelle de ce processus. C’est pourquoi les principaux objectifs de cette recherche sont de préciser les attitudes des interrogés à l’égard des Britanniques et les Américains, tout comme le degré de distance sociale entre les interrogés et ces groupes, au moyen d’une comparaison des différences de leur degré de disposition de s’identifier avec les locuteurs de la langue cible et de leur propre langue. L’échantillon de la recherche (N=239) est composé de deux groupes d’âge (lycéens et étudiants), et deux profils académiques: les interrogés d’orientation philologique et ceux d’orientation non-philologique. Les principaux instruments de recherche ont été l’échelle de distance sociale de Bogardus, qui a montré une bonne consistance interne sur toutes les sous-échelles, et l’échelle de contact avec l’anglais, dont l’objectif principal est de déterminer la vraie interaction des interrogés avec les locuteurs de la langue cible (la longueur de séjour dans les communautés linguistiques de la langue cible, la mobilité potentielle dans le cadre des programmes d’échange scolaires/universitaires etc.). Les résultats suggèrent que les groupes d’orientation philologique, qui sont bien mieux familiarisés avec la culture de la langue cible, évaluent bien plus positivement les locuteurs de la langue cible et qu’ils sont généralement plus disposés à s’identifier avec eux, même lorsqu’il s’agit d’une relation très proche (niveau des conjoints). Les implications de la recherche pour l’enseignement sont qu’il faut encourager les enseignants de faire continuellement connaître aux élèves les différents éléments culturels de la langue cible et s’efforcer d’influer sur le développement des attitudes positives à l’égard de la langue et de la culture cibles. Enfin, la recherche actuelle n’a pas réussi à définir si le contact avec de vraies personnes en comparaison avec des locuteurs “imaginaires” de la langue cible, le fruit de la perception, crée une différence dans les attitudes.
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