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L'orthographe telle qu'elle s'enseigne : analyse contrastée de deux séances en classe ordinaire sur l'enseignement de l'accord sujet-verbe

Abstract : French pupils’ constantly emphasized declining level mainly concerning agreement notion makes spelling teaching sensitive. Hence, teachers have to face linguistic difficulties linked to French language systemic side and to its opaqueness, particularly concerning plural forms. Teachers also have to face psycholinguistic difficulties since number agreement in number is a complex cognitive whose increasing difficulties (among others) depend on words position in sentences.Our choice of working on “spelling as it is taught” sets us on the teaching process side. For some years, researchers have worked on documenting effective teaching practices. Our study fits into such research and wishes to contribute both by documenting how spelling is taught in everyday class and by studying the impact the innovating processes implemented in class have.In order to try and give answers, our analysis describes and analyzes two teachers’ practises in an ordinary class through the contrasting analysis of two filmed lessons about subject-verb agreement. We pick out and analyze the elaborating processes and their didactic transposition chosen by teachers through the choices made and class interaction. Therefore, we put some prominent characteristics forward concerning the ways of teaching subject-verb agreement.
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Submitted on : Friday, December 9, 2016 - 11:25:55 AM
Last modification on : Wednesday, September 28, 2022 - 4:20:10 PM
Long-term archiving on: : Tuesday, March 21, 2017 - 6:43:29 AM

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Karine Bonnal. L'orthographe telle qu'elle s'enseigne : analyse contrastée de deux séances en classe ordinaire sur l'enseignement de l'accord sujet-verbe. 5e Congrès Mondial de Linguistique Française, Jul 2016, TOURS, France. pp.19, ⟨10.1051/shsconf/20162707004⟩. ⟨hal-01408648⟩

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