Langage et pensée : Acquisition, troubles et enseignements

Abstract

This thesis has for goal to elaborate an inter-relational theory of the language and the thought, based on the three pillars that are the acquirement of the language, the unrests of language and the teaching-training. In the center of this work, we will lead an analysis of the problematic of the report between the language and the thought, and of their pathologies (in this case the aphasia, the autism and the dyslexia) while resorting to the educational means. In the first pillar, we will reconstitute the stages of the development of the language; the man and the language have a common origin, being sensible that the origin is the iteration, the repetition, the emergence, the breeding. The language proceeds from the affectivity that accompanies and envelope the first rudiments of social life. In the second pillar we will put the accent on the difficulties and the unrests bound to the oral and written production and the communication, through the survey of the aphasia, the autism and the dyslexia, the goal is to understand the impact of the pathologies in the expression and the language productions. The unrests of language have non negligible consequences on the output of the learners in the school exercises of expression and production of the thought. Some of their reasons are due to the badly adapted pedagogies, to the delays of acquirement, to the sociocultural handicaps, sociolinguistics; to the repeated absences etc. solutions adapted to these unrests are found through the curative pedagogy and the concept of rehabilitation. In the third pillar, we will put in light the inter-influence and the consequences to pull some pathology in the report between the language and the thought, especially in the production of the knowledge. The language allows the man to construct itself/themselves a world appropriated to his/her/its mental and cultural being. The language is the activity that creates of meant them, while creating some signs with significances, and it is in it that consists his/her/its sémanticity. It is the language that confers being to the things, he/it is not a nomenclature for classes of recognized things of advance. The language doesn't create the, but it creates their to be. It is only while knowing a meant that one can note the existence of that there corresponds (a name" shows" the being's mode but it doesn't tell anything of it).