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Theses

Contextes d’apprentissage scolaire et postures : approches didactique et langagière : construction et évolution des postures d’élèves dans deux disciplines scolaires (français et sciences) entre la fin de l’école maternelle et le début de l’école élémentaire

Abstract : This longitudinal research concerns the emergence of pupils learning attitudes in school disciplines (French and sciences) at the beginning of primary school education. It lays on the Vygotski’s Theory of human development and on the dialogic, enunciative and pragmatic approach of language which consider that pupils should be part of different disciplinary contexts (with specific purposes, values and practicies) and adjust their utterance status to be relevant in relation to the knowledge involved in classroom situations. It is based on didactic concepts as learning enunciation attitudes and school discourse communities specialized in academic fields. It focuses on the description of how young people learn to adapt to different communities like school discourse community for french or science subject, and how they can possibly change their initial enunciation attitude in each discipline to differentiate them. For a social and discursive space of mutual linguistic understandin happens to develop between teacher, pupils, cultural objects, practicies, values, uses of language, hnowledge wording etc. It may have a retroactive effect on learning enunciation attitudes and empower them. The purpose is to identify how pupils adjust their utterance status, that would mean they can sucessfully adapt the way to do, think and speak when they enter the field from another discipline. It would also mean that they manage to change and adapt their enunciation learning attitude, which is necessary for accessing knowledge. It is a three years study that seeks to highlight the construction process of learning attitudes in scientific and french disciplines and its progression for pupils between 5 and 7 years old. It aims to show the incidence of learning attitudes and their emergence, stiffening or évolution on learning difficulties. Corpus analysis is based on transcriptions of recorded interviews and learning sessions concerning 11 pupils and their three teachers during three years so as to reveal pupils activity as well as teachers and pupils joint action in standard teaching practicies throughout french class and science class. Data has been collected then analyzed to determine the relationship between the setting of school discourse communities specialized in academic fields and the emergence of learning enunciation attitudes.
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Submitted on : Friday, June 18, 2021 - 12:35:07 PM
Last modification on : Thursday, July 1, 2021 - 8:53:22 AM
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Hélène Guillou-Kerédan. Contextes d’apprentissage scolaire et postures : approches didactique et langagière : construction et évolution des postures d’élèves dans deux disciplines scolaires (français et sciences) entre la fin de l’école maternelle et le début de l’école élémentaire. Education. Université de Bordeaux, 2021. Français. ⟨NNT : 2021BORD0074⟩. ⟨tel-03205925⟩

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