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De l’empirique au théorique ou de la difficulté à objectiver les “phénomènes peu visibles” : le cas de l’implication cognitive de l’énonciateur dans l’acquisition de pratiques littératiées

Abstract : Many high school writings seem to be influenced by speech uses. It seems that prior learning of sentence construction is counterbalanced by the phrasing of current expressions used in and out of school. A corpus of written productions collected in 5th forms in Paris and Val-de-Marne high schools between 2000 and 2010 was analysed and revealed that the acquisition of argumentative discourse is influenced by heterogeneous resources which induce different types of implication of the subject. The aim of this paper is to attempt a description of the transformation of speech into writing. Examples from written papers are used for a reflection on the contrast between written sentences and speech.
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https://hal.archives-ouvertes.fr/hal-01511262
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Submitted on : Thursday, April 20, 2017 - 4:09:22 PM
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Christiane Morinet. De l’empirique au théorique ou de la difficulté à objectiver les “phénomènes peu visibles” : le cas de l’implication cognitive de l’énonciateur dans l’acquisition de pratiques littératiées. Dossiers d'HEL, SHESL, 2017, Le Liber glossarum (s. VII-VIII) : Composition, courses, réception, pp.53-66. ⟨hal-01511262⟩

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