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Interactions didactiques en classe de français : enseignement/apprentissage de l’accord du verbe en première secondaire
| Content Provider | Semantic Scholar |
|---|---|
| Author | Gauvin, Isabelle |
| Copyright Year | 2011 |
| Abstract | The purpose of our work is to describe the grammatical knowledge formulated by first- year high school students during the teaching/learning of verb agreement. This description is based on the observation of didactic interactions between students, their teacher and the knowledge element, “verb agreement”: it's main focus is on the interaction between students and knowledge.Our research lies within the mainstream of modern pedagogical grammar. The didactic transposition theory put forward by Chevallard (1985/1991) also serves as a foundation: didactic transposition concepts, both external (from scholarly knowledge to knowledge to be taught) and internal (from knowledge to be taught to knowledge actually taught) act as didactic interaction analyzers.The observation, description and theorization of didactic interactions require an ecological approach to data collection, which was done by capturing video clips of didactic sequences on verb agreement. These consisted of verbal interactions between students or between students and their teacher. The analysis of this data was performed from both a macro and micro perspective:(1) The macro analysis denotes that the students' previous knowledge is resistant to the institutionalization of learning, since taught knowledge is not being called upon. In their identification of verbs and subjects, students employ a wide range of declarative and procedural knowledge types, even without some form of success being ensured. Moreover, while the knowledge they formulate relative to the agreement rule and the transfer of morphological characteristics is both substantial and varied, it does not consistently lead them to verb agreement.(2) The micro analysis suggests that knowledge formulated relative to verb agreement depends on how the students make use of grammar tools (syntax and basic sentence manipulation). More specifically, knowledge can get underfoot or even take a step!"#!backward when syntactic manipulations are not applied in the sentence or cannot be adapted to certain syntaxic contexts, and can leap forward in classes where students are able to support their grammatical analysis through resorting to basic sentences.The descriptions put forward within the context of our thesis lead to a discussion of their implications for external didactic transposition and more generally, to the teaching of French and of grammar. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://papyrus.bib.umontreal.ca/xmlui/bitstream/handle/1866/5281/gauvin_isabelle_2011_these.pdf?isAllowed=y&sequence=2 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
