Abstract
Pupils’ linguistic performances are often mentioned to explain academic failure. Moreover, they are supposed to differentiate children according to their social origin. So an attempt has been made for many years to describe these language variations and to analyse the mechanism of their genesis. This topic has formed the subject of several successive formulations, particularly in the field of differential psychology. But the different analyses thus proposed have raised many theoretical and methodological problems. These problems will be examined in the first part of this study, in order to determine which questions have yet to be answered satisfactorily. Then we shall try to specify the form of the pragmatic approach in psycholinguistics, and what this trend brings to the study of language differences: does it allow, for example, the discovery of more responses, or at least the suggestion of more heuristic formulations to an old problem? The third part will deal with several studies conducted by our team, which will illustrate the trend of this paper.
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Esperet, E. (1986). Pragmatics and Language Differences. In: Lowenthal, F., Vandamme, F. (eds) Pragmatics and Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-1574-3_1
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DOI: https://doi.org/10.1007/978-1-4757-1574-3_1
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