Construction verbale dans les narrations des étudiants utilisateurs de la langue de signes au Chili
DOI :
https://doi.org/10.17533/udea.ikala.v25n02a04Mots-clés :
verbes, langue des signes chilienne, immersion dans la langue, population sourde, formes verbales lexicalesRésumé
La langue des signes chilienne, comme les autres langues visio-spatiales, est née et s’enrichit au cœur des communautés de sourds. Ces aspects sont reconnus mais pas toujours considérés par les études de description linguistique. Omettre le fait que des signants du même âge puissent avoir des niveaux différents de développement linguistique, et faire des descriptions de la langue à partir de performances isolées et pas dans le cadre de son usage naturel, peut mener à des interpretations incorrectes au moment de décrire la langue des signes. Pour cette raison, nous présentons ici une enquête visant à caractériser les formes verbales lexicales en tant que ressources discursives-grammaticales présentes dans des récits d’expérience personnelle d’usagers de la langue des signes chilienne. Pour cela, une méthodologie essentiellement qualitative a été utilisée, favorisant la collecte de données dans des espaces valables du point de vue écologique avec un plan de recherche transectionnel descriptif. Le corpus linguistique est composé de 42 textes narratifs produits par 14 étudiants sourds, ayant vécu différentes années d'immersion en langue des signes chilienne. Nous avons identifié 1 052 formes verbales lexicales, les plus fréquentes étant les formes verbales complètes et les moins fréquentes, les formes verbales spatiales. Il est reconnu que les élèves ayant vécu plus d'années en immersion dans la langue des signes chilienne utilisent plus de formes verbales lexicales, un fait qui s’accentue s'ils fréquentent également des niveaux scolaires supérieurs. Ces données suggèrent que plus l’immersion dans la langue des signes est importante, meilleure peuvent être les performances psycholinguistiques des étudiants sourds, avec les implications sociales et éducatives pour le développement des personnes sourdes que cela engendre. D’autre part, cette étude contribue à la description de la langue des signe chilienne et à proposer les premières lignes directrices pour les études relatives à l’acquisition et au développement de celles-ci. En outre, nous croyons qu’elle pourrait contribuer aux processus de formation des personnes sourdes, ainsi que des enseignants et des professionnels dans les salles de classe.
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