{"id":3853,"date":"2020-11-13T11:50:27","date_gmt":"2020-11-13T10:50:27","guid":{"rendered":"https:\/\/www.dorif.it\/reperes\/?p=3853"},"modified":"2022-11-16T09:35:28","modified_gmt":"2022-11-16T08:35:28","slug":"chiara-de-angelis-oreste-floquet-deux-groupes-de-collegiens","status":"publish","type":"post","link":"https:\/\/www.dorif.it\/reperes\/chiara-de-angelis-oreste-floquet-deux-groupes-de-collegiens\/","title":{"rendered":"Chiara DE ANGELIS, Oreste FLOQUET, Deux groupes de coll\u00e9giens (Abidjan et Toulouse) face \u00e0 deux questions sur la transitivit\u00e9 et l\u2019intransitivit\u00e9 en fran\u00e7ais : recherches sur les connaissances implicites et explicites des adolescents"},"content":{"rendered":"<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last\" style=\"--awb-bg-size:cover;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-title title fusion-title-1 fusion-title-text fusion-title-size-one\" style=\"--awb-margin-bottom:0px;--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:20px;--awb-margin-left-small:0px;\"><h1 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:32;line-height:1.14;\"><h2 id=\"chiara-de-angelis-oreste-floqu\"><span style=\"color: #1b80b6;\">Chiara DE ANGELIS, Oreste FLOQUET, Deux groupes de coll\u00e9giens (Abidjan et Toulouse) face \u00e0 deux questions sur la transitivit\u00e9 et l\u2019intransitivit\u00e9 en fran\u00e7ais : recherches sur les connaissances implicites et explicites des adolescents<\/span><\/h2><\/h1><span class=\"awb-title-spacer\"><\/span><div class=\"title-sep-container\"><div class=\"title-sep sep- sep-solid\" style=\"border-color:#e2e2e2;\"><\/div><\/div><\/div><div class=\"fusion-text fusion-text-1\"><h4 id=\"--abstract\"><\/h4>\n<h4>Abstract<\/h4>\n<p>Two groups of high school students (of Abidjan and Toulouse) answering two questions on transitivity and intransitivity in the French language: a research on teenagers\u2019 implicit and explicit knowledge. By employing the epilinguistic and metalinguistic analysis of a corpus of responses by 170 pre-teenagers from two colleges in Abidjan and Toulouse, we will discuss, first, the concepts of acceptability and utterability in order to try to determine, as far as possible, on what kind of knowledge and on what type of reasoning they rely on. Secondly, we will discuss the relationship that connects acceptability and age by showing that, contrary to what is expected, the majority of pre-teenagers that we have questioned still ground their responses more in their encyclopedic knowledge than in the formal aspects of the phrase, which is a typical feature of adolescence.<\/p>\n<\/div><div class=\"fusion-builder-row fusion-builder-row-inner fusion-row\"><div class=\"fusion-layout-column fusion_builder_column_inner fusion-builder-nested-column-0 fusion_builder_column_inner_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last\" style=\"--awb-padding-right:20px;--awb-padding-left:20px;--awb-bg-size:cover;--awb-border-color:#dfedf4;--awb-border-left:4px;--awb-border-style:solid;--awb-margin-bottom:100px;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\">\n<div\n    class='wp-block-pdfp-pdf-poster  alignnone'\n    id='block-2'\n    data-attributes='{&quot;uniqueId&quot;:&quot;pdfp1&quot;,&quot;file&quot;:&quot;https:\\\/\\\/www.dorif.it\\\/reperes\\\/wp-content\\\/uploads\\\/2021\\\/03\\\/Deux-groupes-de-collegiens.pdf&quot;,&quot;title&quot;:&quot;Deux groupes de coll\\u00e9giens (Abidjan et Toulouse) face \\u00e0 deux questions sur la transitivit\\u00e9 et l\\u2019intransitivit\\u00e9 en fran\\u00e7ais : recherches sur les connaissances implicites et explicites des adolescents&quot;,&quot;height&quot;:&quot;1450px&quot;,&quot;width&quot;:&quot;100%&quot;,&quot;print&quot;:false,&quot;fullscreenButton&quot;:&quot;1&quot;,&quot;fullscreenButtonText&quot;:&quot;View Fullscreen&quot;,&quot;newWindow&quot;:false,&quot;showName&quot;:&quot;1&quot;,&quot;downloadButton&quot;:false,&quot;downloadButtonText&quot;:&quot;Download 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PDF&quot;,&quot;triggerType&quot;:&quot;button&quot;,&quot;image&quot;:&quot;&quot;,&quot;imageHeight&quot;:&quot;200px&quot;,&quot;imageWidth&quot;:&quot;300px&quot;,&quot;imagePdfIcon&quot;:true,&quot;triggerAlignment&quot;:&quot;center&quot;,&quot;btnStyle&quot;:{&quot;background&quot;:&quot;#1e73be&quot;,&quot;color&quot;:&quot;#fff&quot;,&quot;fontSize&quot;:&quot;1rem&quot;,&quot;padding&quot;:{&quot;top&quot;:10,&quot;right&quot;:20,&quot;bottom&quot;:10,&quot;left&quot;:10}}},&quot;actionsPosition&quot;:&quot;top&quot;,&quot;socialShare&quot;:{&quot;enabled&quot;:false,&quot;facebook&quot;:false,&quot;twitter&quot;:false,&quot;linkedin&quot;:false,&quot;pinterest&quot;:false,&quot;position&quot;:&quot;top&quot;},&quot;adobeEmbedder&quot;:false,&quot;align&quot;:&quot;none&quot;,&quot;alignment&quot;:&quot;left&quot;,&quot;titleFontSize&quot;:&quot;16px&quot;,&quot;isHideRightToolbar&quot;:false,&quot;additional&quot;:{&quot;ID&quot;:&quot;&quot;,&quot;Class&quot;:&quot;&quot;,&quot;CSS&quot;:&quot;&quot;},&quot;adobeOptions&quot;:{&quot;showDownloadPDF&quot;:true,&quot;showPrintPDF&quot;:true,&quot;showAnnotationTools&quot;:true,&quot;showFullScreen&quot;:false,&quot;embedMode&quot;:&quot;SIZED_CONTAINER&quot;},&quot;popupBtnStyle&quot;:{&quot;background&quot;:&quot;#2271b1&quot;,&quot;color&quot;:&quot;#fff&quot;,&quot;padding&quot;:{&quot;top&quot;:10,&quot;right&quot;:20,&quot;bottom&quot;:10,&quot;left&quot;:10}},&quot;popupBtnText&quot;:&quot;Open Document&quot;,&quot;CSS&quot;:&quot;&quot;,&quot;isPremium&quot;:false}'\n    style=\"text-align: left\">\n            <div class=\"pdfp_loading_placeholder\" style=\"height: 1450px; width: 100%; display: flex; align-items: center; justify-content: center; background: #f5f5f5; border: 1px solid #ddd;\">\n             <p>Loading Viewer...<\/p>\n        <\/div>\n    <\/div>\n<div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><div class=\"fusion-text fusion-text-2\"><p>Per citare questo articolo:<\/p>\n<p>Chiara DE ANGELIS, Oreste FLOQUET,\u00a0\u00ab Deux groupes de coll\u00e9giens (Abidjan et Toulouse) face \u00e0 deux questions sur la transitivit\u00e9 et l\u2019intransitivit\u00e9 en fran\u00e7ais : recherches sur les connaissances implicites et explicites des adolescents \u00bb, <em>Rep\u00e8res DoRiF,<\/em> n. 20 &#8211; Mod\u00e8les linguistiques et cognitifs et didactique des langues, DoRiF Universit\u00e0, Roma, dicembre 2019, <a href=\"https:\/\/www.dorif.it\/reperes\/chiara-de-angelis-oreste-floquet-deux-groupes-de-collegiens\/\">https:\/\/www.dorif.it\/reperes\/chiara-de-angelis-oreste-floquet-deux-groupes-de-collegiens\/<\/a><\/p>\n<p style=\"text-align: center;\">ISSN 2281-3020<\/p>\n<p><img decoding=\"async\" class=\"aligncenter size-full wp-image-6963\" src=\"https:\/\/www.dorif.it\/reperes\/wp-content\/uploads\/2021\/07\/logo-reperes-3.jpg\" alt=\"\" width=\"500\" height=\"68\" srcset=\"https:\/\/www.dorif.it\/reperes\/wp-content\/uploads\/2021\/07\/logo-reperes-3-200x27.jpg 200w, https:\/\/www.dorif.it\/reperes\/wp-content\/uploads\/2021\/07\/logo-reperes-3-300x41.jpg 300w, https:\/\/www.dorif.it\/reperes\/wp-content\/uploads\/2021\/07\/logo-reperes-3-400x54.jpg 400w, https:\/\/www.dorif.it\/reperes\/wp-content\/uploads\/2021\/07\/logo-reperes-3.jpg 500w\" sizes=\"(max-width: 500px) 100vw, 500px\" \/><\/p>\n<p style=\"text-align: center;\">Quest&#8217;opera \u00e8 distribuita con Licenza\u00a0<a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/3.0\/it\/\">Creative Commons Attribuzione &#8211; Non commerciale &#8211; Non opere derivate 3.0 Italia<\/a>.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[81],"tags":[83],"class_list":["post-3853","post","type-post","status-publish","format-standard","hentry","category-coordonne-par-louis-begioni-et-philippe-sero-guillaume","tag-20-modeles-linguistiques-et-cognitifs-et-didactique-des-langues"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Chiara DE ANGELIS, Oreste FLOQUET, Deux groupes de 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