This paper aims at presenting partial results of a research that was developed in an inter/transdisciplinary approach that involves Applied Linguistics (AL), French Discourse Analysis (DA) and Dialogical Discourse Analysis (DDA). It was designed to investigate the constitutive representations of oral-enunciative competence (OEC) in English constructed by some subjects when occupying distinct discursive places - 'undergraduates' (first synchrony) and 'graduates' (second synchrony) majoring in Foreign Languages. Regarding the first synchrony (1997), I studied how eighteen (18) subjects represent their OEC in English and that of their classmates in the context of university conversation classes of English, and in which discursive formations (DFs) and their discursive practices are circumscribed. With relation to the second synchrony (2005), I studied how eleven (11) of these same subjects represent their OEC in English and that of their interlocutors in the several contexts experienced after graduation and in which DFs their discursive practices are circumscribed when answering the AREDA Questionnaire. Some findings of the study indicate that the participants' relation concerning their OEC in English is ruled by some representations and that one of them is recurrent in both synchronies: the OEC in English as lack which is the focus of this paper.
Applied Linguistics; Discourse Analysis; oral-enunciative competence in English
