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Analyse Du Discours Oral Des Guides Touristiques Et Du Discours Écrit Des Guides De Voyage : Régularités Discursives Et Perspectives Didactiques

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Analyse Du Discours Oral Des Guides Touristiques Et Du Discours Écrit Des Guides De Voyage : Régularités Discursives Et Perspectives Didactiques UNIVERSITÉ DE STRASBOURG ÉCOLE DOCTORALE DES HUMANITÉS EA 1339 LINGUISTIQUE, LANGUE ET PAROLE (LILPA) Discipline : Sciences du langage Spécialité : Didactique des langues et de français langue étrangère THÈSE présentée et soutenue publiquement par Edem Kwasi BAKAH ANALYSE DU DISCOURS ORAL DES GUIDES TOURISTIQUES ET DU DISCOURS ÉCRIT DES GUIDES DE VOYAGE : RÉGULARITÉS DISCURSIVES ET PERSPECTIVES DIDACTIQUES TOME I Sous la direction de Madame la Professeure Anémone GEIGER-JAILLET Membres du jury : Madame la Professeure Anemone GEIGER-JAILLET, Université de Strasbourg, France. Monsieur le Professeur Laurent Mageseta KASHEMA, Université de Strasbourg, France. Monsieur le Professeur Gérald SCHLEMMINGER, Pädagogische Hochschule, Karlsruhe, Allemagne. Monsieur le Professeur Domwini Dabire KUUPOLE, Université de Cape Coast, Ghana. Le 24 juin 2010 2 DÉDICACE À VOUS NOS PARENTS, GILBERT ET VICTORIA À VOUS NOTRE FEMME, MARIE ET NOTRE FILLE, EYRAM À LA MÉMOIRE DE NOTRE ONCLE, DANIEL KUNKPE 3 REMERCIEMENTS Si nous avons pu réaliser ce travail, c’est surtout grâce à la contribution de plusieurs personnes. Ainsi, aimerions-nous exprimer notre reconnaissance la plus sincère : - à Madame la Professeure Anémone GEIGER-JAILLET, notre directrice de recherche, pour sa rigueur scientifique, sa disponibilité, sa patience et ses précieux conseils. - à Monsieur le Professeur Gérald SCHLEMMINGER pour ses critiques utiles et ses encouragements. - à tous les professeurs qui ont accepté de lire ce travail et qui ont répondu favorablement à l’idée d’être membres du jury de cette thèse. - au Gouvernement Français d’avoir financé nos études à Strasbourg par l’intermédiaire de son ambassade au Ghana. - à Monsieur le Professeur Laurent Mageseta KASHEMA, pour ses conseils et ses diverses contributions lors de notre séjour à Strasbourg. - à Monsieur le Professeur Dabire Domwin KUUPOLE, notre mentor à l’Université de Cape Coast, d’avoir allumé en nous la passion pour la recherche scientifique et d’avoir énormément contribué à notre évolution académique. - à toutes les personnes qui ont accepté de lire et corriger ce travail. - à Monsieur le Docteur Mawuena ADJRANKOU-GLOKPO et Monsieur Mawouli Kokou DEFLY pour leur assistance immense pendant la collecte des données au Togo. - à notre femme et notre fille pour leur patience, leur soutien moral et leur amour lors des moments difficiles de la rédaction de cette thèse. - à notre famille pour leurs prières et leurs encouragements surtout notre mère pour avoir pris soin de notre fille pendant ces quatre années d’éloignement. - à tous mes amis pour leur soutien et leur compagnie inestimable. Nous pensons notamment à Kafui ATAKPA, Joseph GBEKLE, Michael KUDI, Antoine DE- SOUZA, Moctar BOUBACHAR, Sylvia DEYEGBE, Marie-Noëlle ALLIHIEN, Irene OWUSU-BANAHENE, Franklin ADOTEVI, Daniel AYI-ADZIMAH et Kofi YIBOE. - à toutes les personnes qui ont contribué d’une manière ou d’une autre à l’aboutissement de ce travail. 4 RÉSUMÉ L’étude se trouve à cheval sur l’analyse de discours et la didactique du français langue étrangère sur objectifs spécifiques. Il s’agit de la contribution d’une analyse du discours touristique en français à la formation des guides touristiques dans un contexte anglophone qui est celui du Ghana. D’une part, cette recherche identifie et analyse des régularités discursives spécifiques aux discours oraux des guides touristiques et aux discours écrits des scripteurs- guides. D’autre part, elle propose des perspectives didactiques issues de l’étude de ces marques discursives. Les variables analysées sont les thèmes discursifs, la polyphonie, les déictiques de personne et de non personne, les déictiques spatiaux et les déictiques temporels. L’étude part de l’hypothèse que les régularités discursives caractérisant le discours des guides touristiques et le discours écrit des scripteurs-guides sont analogues et complémentaires malgré les différences relatives à la spécificité de l’oral et de l’écrit. Le travail s’appuie sur un corpus oral de treize heures d’enregistrements sonores des visites guidées au Togo et un corpus écrit portant sur deux guides de voyage (Petit Futé Togo et Petit Futé Ghana) consacré respectivement au Togo et au Ghana. La transcription du discours oral s’inspire du système orthographique. Ainsi, l’analyse tient compte principalement des éléments linguistiques, ce qui exclut largement les éléments extralinguistiques (suprasegmentaux) définissant le discours oral. Au terme de l’étude, les résultats montrent neuf grands thèmes marquant le discours des guides touristiques et celui des scripteurs-guides : l’organisation politique, les personnalités importantes, l’histoire et le peuplement, la culture, l’économie, la géographie, les agents de sécurité, l’éducation et la préparation de son séjour. Cependant, seuls les thèmes récurrents et communs aux corpus oral et écrit sont analysés ; ces thèmes sont l’organisation politique, les personnalités importantes, l’histoire et le peuplement, la culture et la géographie. Les analyses révèlent également la présence de la polyphonie chez les guides touristiques et les scripteurs- guides. Par rapport aux déictiques, l’oral et l’écrit manifestent des caractéristiques beaucoup plus similaires que différentes. Enfin, l’étude propose des perspectives didactiques sous forme d’activités de classe et de fiches pédagogiques pour une formation en français langue étrangère destinée aux guides touristiques au Ghana. Pour l’instant, seule une formation en anglais existe dans ce pays pour les guides malgré la présence des touristes francophones et le statut privilégié du français dans le système éducatif. 5 ABSTRACT This study focuses on discourse analysis and teaching of French as a foreign language for specific purposes. The study is a contribution of tourism discourse analysis in French to the training of tour guides in an anglophone setting like Ghana. On one hand, the research identifies and analyzes discourse patterns common to oral discourse of tour guides and that of writer-guides. On the other hand, it offers didactic perspectives resulting from the study of the discourse patterns. The variables analyzed are discursive themes, polyphony, personal and non personal deictics, spatial deictics and temporal deictics. The study postulates that the discourse patterns characterizing oral discourse of tour guides and written discourse of writer- guides are similar and complementary despite discourse specific differences marking oral and written discourse. This research is based on an oral corpus comprising thirteen hours of audio recordings of guided tours in Togo and a written corpus from two tourist guides (Petit Futé Togo and Petit Futé Ghana) on Togo and Ghana. Orthographic system of transcription is used to transcribe the oral discourse. Thus, the analysis primarily takes into account linguistic elements and largely excludes the extralinguistic elements (suprasegmentals) defining oral discourse. The results of the study show nine major themes marking the discourse of tour guides and that of the writer-guides. These include political system, important personalities, history and population, culture, economics, geography, security agents, education and preparation for one’s journey. However, only the most frequent themes identical to both corpora are analysed. These themes are political system, important personalities, history and population, culture and geography. The analysis also reveals the presence of polyphony in both the tour guides’ and writer-guides’ discourse. With regard to deictics, the oral and the written discourse exhibit more similarities than differences. The study proposes didactic perspectives in the form of classroom activities and lesson plans for training of tour guides in French as a foreign language in Ghana. This becomes necessary since the only training currently available in the country for tour guides is in English despite the presence of francophone tourists and the importance attached to French as a foreign language in the educational system. 6 Table des matières DÉDICACE............................................................................................................................... 3 REMERCIEMENTS................................................................................................................ 4 RÉSUMÉ................................................................................................................................... 5 ABSTRACT .............................................................................................................................. 6 PARTIE I : CADRE GÉNÉRAL DE L’ÉTUDE...................................................................................... 17 Chapitre 1 : Introduction ...................................................................................................... 18 Chapitre 2 : Cadre sociolinguistique du Ghana et du Togo............................................... 25 2.1 Situation géographique du Ghana et du Togo ................................................................ 25 2.2 Situation sociolinguistique du Ghana et du Togo........................................................... 29 2.2.1 Situation sociolinguistique du Ghana................................................................. 29 2.2.2 Situation sociolinguistique du Togo ........................................................................ 34 2.3 Situation politico-historique du Ghana et du Togo ........................................................ 38 2.3.1 Situation politico-historique
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