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Article published In: Language, Interaction and Acquisition
Vol. 16:2 (2025) ► pp.229–262

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L’expression tu sais dans la gestion de problèmes lexicaux en français langue seconde

ORCiD logo with link | Université de Neuchâtel
 | Université de Neuchâtel

Article language: French

Published online: 19 December 2025
DOI logo with link
https://doi.org/10.1075/lia.24025.jui
Résumé
Cette étude, menée dans l’esprit de l’analyse conversationnelle (AC), se propose d’investiguer l’emploi de tu sais par des apprenants du français langue seconde (L2), en situation de problème lexical. Nos résultats résonnent avec l’étude de Clayman, S. E., & Raymond, C. W. (2021). An adjunct to repair: You know in speech production and understanding difficulties. Research on Language and Social Interaction, 54(1), 80–100. Google Scholar logo with link to Google Scholar sur you know, et montrent que tu sais est utilisé à la fois pour gérer des problèmes de production et de compréhension. Les locuteurs débutants utilisent d’abord tu sais afin de gérer des problèmes de production, alors que les apprenants plus avancés l’utilisent également afin de gérer des problèmes de compréhension. Les analyses mettent ainsi en lumière la diversification fonctionnelle de tu sais au fil de l’apprentissage et illustrent la manière dont les apprenants utilisent leur répertoire linguistique afin d’accomplir un éventail toujours plus large d’actions dans l’interaction, et développent, en leur L2, une grammaire-pour-l’interaction (Pekarek Pekarek Doehler, S. (2018). Elaborations on L2 interactional competence: The development of L2 grammar-for-interaction. Classroom Discourse, 9(1), 3–24. Google Scholar logo with link to Google Scholar).
Abstract
This study, carried out within the framework of Conversation Analysis (CA), investigates the use of tu sais by learners of French as a second language (L2) in lexical problem situations. Our results resonate with Clayman, S. E., & Raymond, C. W. (2021). An adjunct to repair: You know in speech production and understanding difficulties. Research on Language and Social Interaction, 54(1), 80–100. Google Scholar logo with link to Google Scholar study of you know, and show that tu sais is used to manage both production and comprehension problems. Beginner speakers mainly use tu sais to manage production problems, whereas more advanced learners also use it to manage comprehension problems. The analyses therefore highlight the functional diversification of tu sais over time, and illustrate the way in which learners use their linguistic repertoire to perform an increasingly wider range of actions within interaction, and develop a grammar-for-interaction (Pekarek Pekarek Doehler, S. (2018). Elaborations on L2 interactional competence: The development of L2 grammar-for-interaction. Classroom Discourse, 9(1), 3–24. Google Scholar logo with link to Google Scholar).
Article outline
  • 1.Introduction
  • 2.État de la recherche
    • 2.1Tu sais
      • 2.1.1Les fonctions de tu sais en interaction
      • 2.1.2Tu sais en contexte de réparation
  • 3.Données et méthode
  • 4.Analyses
    • 4.1Le locuteur initie une demande d’aide lexicale avec tu sais
    • 4.2Le locuteur marque une recherche lexicale individuelle avec tu sais
    • 4.3Le locuteur vérifie la compréhension d’un élément lexical incertain
    • 4.5Le locuteur utilise tu sais en situation de problème de compréhension
  • 5.Discussion et conclusion
  • Remerciements
  • Remarquer
  • References
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