Étude didactique des effets de dispositifs réflexifs sur le rapport à l'écrit d'élèves de seconde et sur la pratique de l'enseignante.

Abstract : The traditional models of language do not allow high school students to comprehend their writings to, in the words of Jacqueline Lafont-Terranova (2008) ‘‘produce, in a given situation, the best possible writing’’. To this conclusion is added the difficult evaluation of these writings by teachers, more often proofreaders than readers. Reading once again the works by Saussure, Benveniste and Bakhtine makes it possible to address two questions that arise in mirror of each other. How to write a text and return to it improve it ? How to read this text and accompany the writer-subject towards an improvment given the allocated teaching conditions ? Based on the analysis of manuscripts (drafts, intermediate writings and copy writings) of tenth graders, the relation that writer-subjects have with writings is questioned collectively with the said reflexive measures set up by teacher. The scriptural accomplishement of the student is met by a professional accomplishment. The task led by one cannot be understood without the other’s task.
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Béatrice Breant. Étude didactique des effets de dispositifs réflexifs sur le rapport à l'écrit d'élèves de seconde et sur la pratique de l'enseignante.. Linguistique. Université de Cergy Pontoise, 2019. Français. ⟨NNT : 2019CERG0989⟩. ⟨tel-02415621⟩

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