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L'orthographe telle qu'elle s'enseigne : pratiques d'enseignement de l'accord sujet-verbe observées à la fin de l'école primaire

Abstract : To learn subject-verb agreement, pupils have to face both linguistic and psycholinguistic difficulties. To overcome those challenges, didactic researches put forward proposals relying on explicit acquisition ways, metagraphic verbalization and syntaxic manipulations during interactions between pupils, such as the dictated day sentence from Cogis (2005) or the given day sentence from Brissaud and Cogis (2011).However, teaching spelling through active ways and making pupils verbalize turn out to be seldom used difficult tasks. Morever, studying teaching practices is a recent way of research lacking empiric data about teaching, particularly for spelling.The aim of this Ph D is then to document teaching practices concerning spelling « as it is taught » in situ.We describe and analyze four last year primary school teachers ‘practices thanks to an initial subject-verb agreement lesson and six other last year primary school teachers’ practices thanks to filmed and retranscribed lessons during which they implement a proposed engineering. From the triplet mesogenesis, chronogenesis and topogenesis we analyze the choices made by teachers and class interactions on tasks, planning and supports, the available amount of working time, the way of grouping and the scope dedicated to pupils ’commitment. We wish to compare and match these teaching practices with spelling tests made by pupils from these forms in order to draw some key characteristics of subject-verb agreement and to try and list invariants from such teaching practices that could favour learning.
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https://tel.archives-ouvertes.fr/tel-01497070
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Submitted on : Wednesday, April 5, 2017 - 5:24:17 PM
Last modification on : Wednesday, September 28, 2022 - 4:20:11 PM
Long-term archiving on: : Thursday, July 6, 2017 - 12:41:02 PM

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  • HAL Id : tel-01497070, version 1

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Karine Bonnal. L'orthographe telle qu'elle s'enseigne : pratiques d'enseignement de l'accord sujet-verbe observées à la fin de l'école primaire. Linguistique. Université Toulouse le Mirail - Toulouse II, 2016. Français. ⟨NNT : 2016TOU20087⟩. ⟨tel-01497070⟩

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