L'apprentissage/enseignement de la morphologie écrite du nombre en français
Résumé
The survey presented in this article checks whether children acquisition of plural knowledge from the first to the third level of primary school is easier when rules of agreement are directly taught instead of being learnt through continous contact with written language. It also checks whether learning is more efficient when subjected to explicit assessment. Results show that direct instruction and drills quickly transform performances, increasing the frequency of right agreement in numbers for all grammatical categories.