Thèse de doctorat en Études anglaises
Sous la direction de André Tellier.
Soutenue en 1990
à Paris 4 .
Environnements aux exercent a leur tour des effets favorables ou adverses sur
Affective elements in the learning of english
The starting-point of this study is the fact that despite the advances in linguistics and language-teaching, the final results of french school-children learning english remain consistently poor, and detrimental both to international relations and to the french language. The study goes on to show how success in this field is powerfully conditioned from early infancy by the hazards at play in the way the mother tongue is acquired, when family, social context and school may create or hinder the pleasure to be found in speaking, writing and especially reading. The important part that imagination and play, singing and music should have at that stage is only too often neglected. Then, throughout secondary schooling, a wide variety of environmental factors, in their turn, exert favourable or antagonistic effects on the feelings of adolescents as they develop into young adults. Heavy stress is laid on the fact that english has its own specific originality calling, to a higher degree than other languages and other subject-matters, for a warm relational atmosphere and one in which phonological aspects play a decidedly essential part, sometimes unduly overlooked by some of the most up-to-date methods. The ultimate success or failure depends on the quality of methods but pays a tribute to a whole system.