Bayu Raditya Danny Rachman, M. Hum, M. Hum, M. Pd

L’analyse de l’acte de parole directive dans l’audio vidéo Tendances A2

Introduction

L’analyse de l’acte de parole directive dans l’audio vidéo tendances a2. Analyse qualitative des actes de parole directifs dans Tendances A2. Cette étude identifie formes et types (littéraux, non-littéraux) et leurs fonctions: réquisition, question, obligation, conseil.

Abstract

Le but de cette étude est de trouver la forme et les types qui on se trouve dans Tendances A2. Cette recherche est une recherche descriptive qualitative. Le sujet de cette recherche est le dialogue dans Tendances A2. L’objet de la recherche est l'acte de parole directif et leur fonctions. Les données de la recherche ont été obtenues en utilisant la méthode de la lecture attentive. La technique de tapotement et la technique avancée en utilisant de prise de notes et de l'écoute libre. La méthode d'analyse des données utilisée est d'appariement. La technique de base en utilisant de trier des éléments déterminants. Quant à l’analyse de contextes, on emploie la théorie PARLANT. Les résultats de l'analyse des données montrent que dans le dialogue audio-visuel du Tendances A2, il y a les 49 données les formes et les types directive, dont: 1) l'acte de parole direct littéral a 34. 2) l’acte de parole indirect littéral a 11 données. 3) l’acte de parole direct non littéral a 2 données. 4) l’acte de parole indirect non littéral a 3 données. Dans la fonction des actes de parole directifs, on a trouvé les actes suivants: réquisition, question, obligation, prohibition, permissif et conseil.

Review

This study, "L’analyse de l’acte de parole directive dans l’audio vidéo Tendances A2," aims to meticulously identify and categorize directive speech acts within the audio-visual dialogues of the Tendances A2 textbook. Employing a qualitative descriptive research approach, the paper focuses on the forms, types, and functions of these speech acts, making a valuable contribution to the understanding of pragmatic content in foreign language learning materials. The choice of Tendances A2 as a corpus is particularly relevant, given its widespread use, and provides a tangible context for analyzing how directive language is presented to learners. The research sets out to systematically map the occurrence and characteristics of these communicative actions, a task essential for both linguistic analysis and pedagogical evaluation. The methodology outlined in the abstract details a multi-faceted approach to data collection and analysis. Data were obtained through careful reading, note-taking, and listening, complemented by a "tapotement" technique and "écoute libre," though the precise operationalization of some of these terms, particularly "tapotement," would benefit from further elaboration in the full paper. Data analysis involved a method of "appariement" (matching/pairing) and sorting determinant elements, with the PARLANT theory specifically applied for context analysis. The findings reveal a total of 49 directive speech acts, predominantly literal direct forms (34), followed by literal indirect (11), non-literal indirect (3), and non-literal direct (2) acts. Furthermore, the study successfully identified key functions of these directives, including requisition, question, obligation, prohibition, permission, and advice, providing a clear categorization of their pragmatic roles within the corpus. While the study presents a clear objective and systematic results, there are areas where the abstract could be strengthened, which would ideally be addressed in the full article. The description of certain methodological techniques, such as "tapotement," "appariement," and "trier des éléments déterminants," remains somewhat abstract. Greater detail on how these methods were applied to speech act analysis would enhance the study's reproducibility and rigor. Similarly, while the PARLANT theory is invoked for context analysis, a brief mention of its core tenets or its specific application within this research would be beneficial. Furthermore, beyond the quantitative distribution, a deeper interpretive discussion of *why* direct literal acts are so prevalent in this textbook, and what the pedagogical implications of this distribution are for learners at the A2 level, would enrich the analysis. Overall, this research provides a solid foundation for understanding directive speech acts in a key language learning resource, opening avenues for further comparative studies across different levels or teaching materials.

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