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ORALITÉ ET ÉCRITURE DANS DES MANUELS DE GRAMMAIRE POUR L’ÉCOLE PRIMAIRE

Abstract : This article examines how the textbooks for primary school represent the rules governing the French language, the type of examples on which they rely and the tasks required of students. Textbooks waver between a prescriptive aim, where grammar is seen as a set of external rules that should be acquired and a descriptive aim, where the grammar description becomes a tool of language practices . This variation reflects a dual mission: preparing students to analyze language and speech but also providing them with rules that allow them to monitor the compliance of their own utterances. So there is a dual path, inductive and deductive, which usually corresponds to a split material : attested utterances, such as literary or functional texts (induction) ; short utterances fabricated for learning (déduction). The analysis focuses on two sets of textbooks for primary school and published between 1996 and 2009, considering lessons on the pronouns and the sentence. The article attempts to provide answers to the following questions : How is presented the language, ie verbal conjugation, spelling and vocabulary ? How is his teaching anchored in language practices ? Are these practices differentiated from the perspective of oral vs. written or do both channels merge in the " grammar examples " given by the textbooks?
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https://hal.archives-ouvertes.fr/hal-01306940
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Submitted on : Monday, April 25, 2016 - 8:35:24 PM
Last modification on : Monday, June 29, 2020 - 10:08:02 AM
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  • HAL Id : hal-01306940, version 1

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Claire Doquet. ORALITÉ ET ÉCRITURE DANS DES MANUELS DE GRAMMAIRE POUR L’ÉCOLE PRIMAIRE. Dossiers d'HEL, SHESL, 2016, Écriture(s) et représentations du langage et des langues, 9, pp.441-460. ⟨hal-01306940⟩

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