Traductions interlinéaires réduissent la charge cognitive sur l'acquisition du vocabulaire de l’anglais langue étrangère
DOI :
https://doi.org/10.17533/udea.ikala.356253Mots-clés :
traductions interlinéaires, gloses, charge cognitive, lecture en L2, mémoire de travail, anglais à des fins académiquesRésumé
Le recours à la traduction dans l’enseignement des langues a fait l’objet de débats controversés. Néanmoins, la glose – et plus particulièrement les traductions interlinéaires – reste une stratégie d’apprentissage peu étudiée, bien qu’elle ait été utilisée par les apprenants et les enseignants de langues étrangères depuis au moins l’an 1000 de l’ère commune. En l’absence d’une revue retraçant l’histoire des traductions interlinéaires, ainsi que d’un nombre suffisant d’études empiriques traitant de leur effet sur la lecture en langue seconde, le présent article vise à explorer le rôle de la glose interlinéaire en langue maternelle en décrivant les résultats d’une intervention utilisant différents formats de lecture dans le cadre d’un programme de lecture de l’anglais dans la première année d’université. Dans l’expérience, un groupe de débutants en anglais langue étrangère (n = 48) ont été assignés à l’une des trois conditions expérimentales, à savoir la lecture d’un texte en anglais académique (L2) avec une traduction vers l’espagnol (L1) utilisant soit la glose interlinéaire, soit la glose intercalée, soit la glose marginale. Une tâche de traduction du même texte dans leur première langue a suivi immédiatement et s’est répétée huit jours plus tard. Les mesures anova indépendantes révèlent une augmentation du nombre de mots traduits dans le cas de la traduction interlinéaire par rapport aux deux autres conditions, ce qui est conforme à l’hypothèse selon laquelle les traductions interlinéaires permettent de se concentrer explicitement sur le rappel des mots en réduisant la charge cognitive associée à la mémoire de travail, et à l’effet de l’attention partagée entre le texte L2 et sa traduction correspondante sur une page séparée. Cette étude vise à enrichir notre compréhension actuelle de l’impact de la mise en page des gloses sur le processus cognitif.
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