Vocabulaire et littérature : enjeux didactiques du paradigme désignationnel dans une séance de lecture littéraire

Abstract : This paper lies between the language sciences and the academic literature. It is reviewing the didactical challenges posed by a reformulation of a lexical entry during lessons dedicated to the reading and commentary of picture books, with children aged 11 years of the French primary school. The first part of the paper focuses on and describes the operation in the classroom language interaction of this paradigm redefining a lexical entry based on the repossession/change mechanisms without the need of a metalanguage. In the continuation of the paper, we demonstrate the lexical work complexity and a progress in the meaning not necessarily done on a linear manner, which can extend beyond one single dialogue. We also demonstrate that the pupils learn in the metadiscursive co-activity by using lexical talks and argumentation. We do insist on the importance of the choices made by the teacher in this language study which lies between vocabulary/literature. The evaluations show the need to create learning methods regarding the initial and continuing training of school teachers. We outline some options.
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Stéphanie Genre. Vocabulaire et littérature : enjeux didactiques du paradigme désignationnel dans une séance de lecture littéraire. 6e Congrès Mondial de Linguistique Française, Jul 2018, Mons, Belgique. ⟨10.1051/shsconf/20184607011⟩. ⟨hal-01961411⟩

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