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Développement de la compétence linguistique permettant l’accord du verbe en nombre à l’écrit chez des élèves de l’élémentaire en contexte minoritaire
| Content Provider | Semantic Scholar |
|---|---|
| Author | Thibeault, Joël Fleuret, Carole Lefrançois, Pascale |
| Copyright Year | 2019 |
| Abstract | Resume La presente recherche explore le developpement de la competence linguistique qui permet l’accord du verbe en nombre a l’ecrit chez huit eleves scolarises en francais dans le sud-ouest de l’Ontario, un milieu francophone minoritaire. Grâce a une conceptualisation qui unit les travaux de chercheurs en langues premiere et seconde, et a l’analyse des donnees issues d’une activite de completement et de productions ecrites, nous avons fait emerger trois profils developpementaux : le premier groupe de scripteurs fait montre d’une competence operationnelle en debut d’etude, celle-ci demeurant relativement stable au gre des 13 mois de la recherche. Le deuxieme groupe peine a orthographier la marque prototypique de la pluralite verbale au commencement de l’etude et exerce, du debut a la fin, un controle orthographique lacunaire pour ce qui est de l’objet linguistique retenu. Le dernier groupe, analogue au regroupement precedent en debut d’etude, presente un developpement rapide au cours de la recherche. Nous discutons les resultats en fonction des recherches menees en langues premiere et seconde, et mettons l’accent sur les specificites qui sous-tendent l’apprentissage du francais ecrit en situation de minorite linguistique. Abstract This study explores the development of the linguistic competency underlying subject-verb agreement in number in its written form among eight students who were schooled in French in Southwestern Ontario, a francophone minority setting. Through a theoretical framework that unites the work of scholars who focus on first and second language writing development, and the analysis of data collected from a completion task and written productions, three developmental modalities emerged. In the first group, writers developed an operational competency at the beginning of the study, and their competency remained relatively stable throughout the 13 months of the research. The second group of writers showed, throughout this period of time, a competency that does not allow the agreement of verbs in the plural, even when the syntactic environment in which it is written is relatively simple. Finally, the third group demonstrated a competency that was similar to that of the pupils of the second group at the beginning of the study. However, this third group’s linguistic competency, between the last two data collection sessions, showed an accelerated development. The data are discussed in light of the results of studies on first and second language writing, and illuminate the specificities related to the learning of written French in minority settings. |
| Starting Page | 19 |
| Ending Page | 45 |
| Page Count | 27 |
| File Format | PDF HTM / HTML |
| DOI | 10.7202/1057964ar |
| Volume Number | 21 |
| Alternate Webpage(s) | https://www.erudit.org/fr/revues/cjal/2018-v21-n2-cjal04434/1057964ar.pdf |
| Alternate Webpage(s) | https://www.erudit.org/en/journals/cjal/2018-v21-n2-cjal04434/1057964ar.pdf |
| Alternate Webpage(s) | https://doi.org/10.7202/1057964ar |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
