33 research outputs found
Le lexique fourni et interiorisé: un moyen efficace pour construire un genre ?
Cet article prĂ©sente les premiers rĂ©sultats dâune recherche sâintĂ©ressant Ă lâarticulation entre imitation et invention dans lâĂ©criture chez les jeunes scripteurs. LâĂ©tude sâattache Ă observer les modes de rĂ©cupĂ©ration de ressources textuelles fournies par les conditions de production. LâexpĂ©rimentation a Ă©tĂ© conçue pour observer lâappropriation dâun genre. Des dispositifs didactiques ont Ă©tĂ© proposĂ©s Ă plusieurs classes de fin dâĂ©cole primaire française, Ă partir de textes littĂ©raires issus de la robinsonnade mis Ă disposition soit simultanĂ©ment Ă lâacte dâĂ©criture soit lors dâune seconde Ă©criture. LâĂ©tude montre comment les Ă©lĂšves ont recours Ă deux procĂ©dĂ©s contrastĂ©s : le rĂ©investissement du lexique et la reformulation. Les donnĂ©es recueillies mettent en Ă©vidence la reprise attendue de mots caractĂ©ristiques du genre, et rĂ©vĂšlent lâingĂ©niositĂ© des scripteurs pour restructurer des matĂ©riaux langagiers. Certaines stratĂ©gies tĂ©moignent des difficultĂ©s rencontrĂ©es par les Ă©lĂšves qui ont eu Ă interprĂ©ter le lexique littĂ©raire puis Ă le transfĂ©rer dans leur propre rĂ©cit. Des modes de reformulation diffĂ©rents coexistent dont on peut offrir une premiĂšre catĂ©gorisation en fonction dâune appropriation plus ou moins rĂ©ussie du genre considĂ©rĂ©.ABSTRACT
This article presents the first results of a research on the relationship between imitation and invention in the writing process amongst young writers. The study aims at observing the recovery modes of textual resources provided by the circumstances of production. The experiment was designed to observe the acquisition of a genre. Teaching tools have been proposed to several French classes of Primary school. They were literary texts derived from Robinson-type stories, that were available either immediately when writing, or during the time of a secondary writing. The research shows how students use two contrasting methods, the reinvestment of the lexicon as well as rephrasing. The data highlight the expected reuse of characteristic words of the genre, and reveal the ingenuity of writers in the restructuring of language materials. Some strategies reflect the difficulties faced by the pupils who have had to interpret the literary lexicon and then to transfer it into their own story production. Different rephrasing modes coexist that we can categorize according to a more or less successful appropriation of the genre considered
Le déjà -là chez des scripteurs apprenants : des ressources diversement exploitées
Cet article porte sur la maniĂšre dont des scripteurs dĂ©butants emploient et rĂ©investissent des matĂ©riaux linguistiques issus Ă la fois dâun texte quâils ont eux-mĂȘmes produit et dâun corpus de textes littĂ©raires qui leur a Ă©tĂ© fourni. Il sâintĂ©resse aux modes de rĂ©cupĂ©ration de ces matĂ©riaux et Ă la façon dont ceux-ci sâintĂšgrent au texte nouvellement produit. Les observations menĂ©es pour identifier et caractĂ©riser ces traitements ont portĂ© sur la production de rĂ©cits ou de suites de rĂ©cits relevant du genre de la robinsonnade par 48 élĂšves de fin dâĂ©cole primaire au cours de deux phrases dâĂ©criture. Ces Ă©lĂšves ont eu Ă leur disposition un corpus dâextraits littĂ©raires de robinsonnades lors de la deuxiĂšme phase dâĂ©criture. Lâanalyse des donnĂ©es mĂšne vers deux constats. Dâune part, on note que la rĂ©cupĂ©ration des Ă©lĂ©ments provenant des textes sources sâeffectue selon deux formes diffĂ©rentes de fidĂ©litĂ© Ă ces textes, lâune privilĂ©giant le prĂ©lĂšvement dâĂ©lĂ©ments, lâautre la restitution sĂ©mantique. Dâautre part, on observe deux tendances contrastĂ©es lors de la rĂ©Ă©criture, lâune consistant Ă maintenir le systĂšme dĂ©ployĂ© en premiĂšre version et Ă accorder la prĂ©pondĂ©rance aux matĂ©riaux issus de cette premiĂšre phase, lâautre dans laquelle les actes dĂ©cisionnels sont largement dĂ©terminĂ©s par le substrat littĂ©raire fourni. Ces tendances prĂ©sentent elles-mĂȘmes des variantes qui sont marquĂ©es par lâinfluence du dĂ©jĂ -lĂ culturel dont dispose lâapprenant. Ces constats fournissent des Ă©lĂ©ments pour caractĂ©riser des modes dâĂ©criture et devraient ouvrir vers des pistes didactiques.This article examines how novice scriptwriters use and reinvest linguistic elements from both a text that they had previously written themselves and a corpus of literary texts that had been provided to them. In particular, this article focuses on how such elements are re-exploited to fit into a newly generated text. The observations carried out to identify and characterise these processes derive from the production of narratives and of successions of stories of the ârobinsonadeâ genre by 48 pupils at the end of primary school following a two-phase process. These pupils were provided with a body of ârobinsonadeâ extracts during the second writing phase. The data analysis leads to two conclusions. First, the recycling of elements from the source texts stems from two different forms of loyalty towards the said texts: one favouring the removal of elements, the other favouring semantic restitution. Secondly, two contrasting trends are observed when it comes to rewriting. The first one consists in maintaining the system originally used to produce the first version and to favour elements used during this first phase. In the second one, decision-making is largely determined by the literary substrate that is provided. Variants exist amongst these tendencies and they are influenced by the âalready-thereâ culture of the one who learns. The above findings provide material to characterise ways of writing and should help open new didactic approaches
L'apprentissage de la redaction Ă l'epreuve des manuels scolaires
A prĂĄtica da redação desde o inĂcio da escolaridade tem espaço na França oficialmente a partir de 1880. Contudo, seu ensino nĂŁo se impĂŽs sem dificuldades. Na verdade, os programas dĂŁo diretrizes Ă s vezes contraditĂłrias e os procedimentos utilizados pelos professores se revelam parcialmente ineficazes, assim como os resultados esperados pela Instituição sĂŁo muito fracos. Na batalha das ideias que conduzem a uma evolução dos textos regulamentais, mas tambĂ©m Ă s prĂĄticas divergentes, qual a função dos livros didĂĄticos? Nossa contribuição se propĂ”e a alimentar a reflexĂŁo sobre as funçÔes e o lugar dos livros didĂĄticos nas salas do final da escola primĂĄria (curso mĂ©dio) ao longo do perĂodo que se estende do pĂłs-guerra atĂ© o âPlano de renovação do ensino francĂȘsâ (1971). Essas trĂȘs obras (1947, 1956, 1969) revelam, atravĂ©s das respectivas interpretaçÔes dos programas, as influĂȘncias sociais e ideolĂłgicas constrantantes. Eles informam sobre as interrogaçÔes que atravessam a comunidade educativa sobre o status dos saberes, os modos de ensino e de aprendizagem, bem como as finalidades da escola.The policy consisting in teaching structured writing from the very beginning of school has been officially established in France in the early 1880s. However, this policy did not prevail without difficulties. Indeed, official programs have at times given contradictory guidelines and the procedures established by the teachers have proven partly ineffective. As a consequence, results have been considered insufficient by the Institution. What was the role of textbooks in the debate that made official instructions evolve while generating divergent practices in the field? Our contribution aims at fostering ideas on the institutional function and on the prac-tical role of textbooks in the teaching of writing. To this end, we compare three textbooks in use in primary school late classes during the aftermath of World War II and until the advent of the âRenovation Plan for the Teaching of Frenchâ (1971). These three books (1947, 1956, 1969) reveal contrasting social and ideological influences, through different interpretations of the official progams. They provide information on the questioning that animate the educational community regarding the status of knowledges, teaching methods, learning dynamics, and the finalities of school.La pratique de la rĂ©daction dĂšs le dĂ©but de la scolaritĂ© se met en place en France officiellement Ă partir de 1880. Toutefois, son enseignement ne va pas sâimposer sans difficultĂ©. En effet, les programmes donnent des directives parfois contradic-toires et les procĂ©dures mises en place par les enseignants se rĂ©vĂšlent partiellement inefficaces si bien que les rĂ©sultats sont estimĂ©s trop faibles par lâInstitution. Dans la bataille des idĂ©es qui conduit Ă une Ă©volution des textes rĂ©glementaires mais aussi Ă des pratiques divergentes, quel a Ă©tĂ© le rĂŽle des manuels ? Notre contribution se propose dâalimenter la rĂ©flexion sur les fonctions et la place des manuels dans lâenseignement de la rĂ©daction Ă travers la comparaison de trois manuels scolaires Ă usage dans les classes de fin dâĂ©cole primaire (cours moyen) au cours de la pĂ©riode allant de lâaprĂšs-guerre jusquâau « Plan de rĂ©novation de lâenseignement du français » (1971). Ces trois ouvrages (1947, 1956, 1969) rĂ©vĂšlent, Ă travers leurs interprĂ©tations des programmes, des influences sociales et idĂ©ologiques contrastĂ©es. Ils renseignent sur les interrogations qui traversent la communautĂ© Ă©ducative sur le statut des savoirs, les modes dâenseignement et dâapprentissage et les finalitĂ©s de lâĂ©cole
Bernard Friot : de l'enfance de l'Ă©criture aux Ă©critures de l'enfance
International audienceA teacher and then a teacher trainer, B. Friot has become a major writer whose fictional works are read from primary to secondary school. This writer says that he came to writing through the movement to open up literature in schools. His past as a teacher led him to literature and it is thanks to primary school pupils, especially those with great academic and social difficulties, that he began to write. We propose to analyse B. Friot's discourse on writing at school. Friot's discourse on writing is based on a transcribed oral corpus, comprising two discourses, one expository and the other dialogical: a 2019 conference for teachers and trainers (C1); an unpublished interview from 2021 on three short stories (C2). The context of these discourses, which we analyse in terms of the system of enunciation, the semantic fields mobilised and the organisation of arguments, is thus training and a self-reflection delivered to a researcher. We question the way in which the teaching profession has shaped a certain relationship to childhood and writing, his social representations, the educational and literary values of his work, and we ask whether his writing practices have in turn influenced the way in which he conceives and implements his teaching of writing. For this author, literature has a social utility since, through a game of writing and reading, it opens a dialogue with childhood.Enseignant puis formateur dâenseignants, B. Friot est devenu un Ă©crivain incontournable dont les Ćuvres fictionnelles sont lues de lâĂ©cole primaire au lycĂ©e. Cet Ă©crivain indique ĂȘtre arrivĂ© Ă lâĂ©criture Ă travers le mouvement dâouverture de la littĂ©rature Ă lâĂ©cole. Son passĂ© dâenseignant lâa conduit Ă la littĂ©rature et câest grĂące aux Ă©lĂšves de lâĂ©cole primaire, en particulier ceux en grandes difficultĂ©s scolaires et sociales, quâil commence Ă Ă©crire. Nous nous proposons dâanalyser le discours que B. Friot porte sur lâĂ©criture Ă partir dâun corpus oral retranscrit, comprenant deux discours lâun expositif et lâautre dialogique : une confĂ©rence de 2019 destinĂ©e aux enseignants et formateurs (C1) ; un entretien inĂ©dit de 2021 portant sur trois nouvelles (C2). Le contexte de ces discours que nous analysons sous lâangle du systĂšme dâĂ©nonciation, des champs sĂ©mantiques mobilisĂ©s et de lâorganisation des arguments, est donc la formation et une autorĂ©flexion livrĂ©e Ă un chercheur. Nous nous interrogeons sur la façon dont le mĂ©tier dâenseignant a pu façonner un certain rapport Ă lâenfance et Ă lâĂ©criture, ses reprĂ©sentations sociales,les valeurs Ă©ducatives et littĂ©raires de son Ćuvre, et nous nous demandons si ses pratiques dâĂ©criture ont Ă leur tour influencer la façon dont il conçoit et met en Ćuvre son enseignement de lâĂ©criture. Pour cet auteur, la littĂ©rature a une utilitĂ© sociale puisque, par un jeu dâĂ©criture et de lecture, elle ouvre un dialogue avec lâenfance
J.-L. Lebrave. (2020). ThĂ©orie et linguistique de lâĂ©criture. Des manuscrits aux processus scripturaux (1983-2018), B. Vauthier et R. Mahrer (Ă©d.)
Lâouvrage accueille lâĂ©tat des rĂ©flexions, entre 1983 et 2018, de Jean-Louis Lebrave sur lâexploitation des manuscrits des Ćuvres littĂ©raires et sur lâĂ©mergence dâune attention aux processus scripturaux. Le recueil offre un compendium dâune discipline en Ă©mergence, la critique gĂ©nĂ©tique, sans cesse confrontĂ©e Ă ses origines. La vingtaine de textes sâorganise autour de trois dominantes : les « ThĂ©ories de lâĂ©criture et linguistique de la production Ă©crite » (1983-2010), les « Technologies dâĂ©c..
J.-L. Lebrave. ThĂ©orie et linguistique de lâĂ©criture. Des manuscrits aux processus scripturaux (1983-2018), B. Vauthier et R. Mahrer (Ă©d.)
Note de lecture sur l'ouvrage de B. Vauthier et R. Mahrer concernant les travaux de J.-L. Lebrave entre 1983 et 201
Writing in primary school : between imitation and invention
Cette thĂšse dĂ©crit une recherche qui sâinscrit dans le cadre de lâapprentissage de la rĂ©daction en fin dâĂ©cole primaire. Il sâagit dâobserver comment des scripteurs apprenants confrontĂ©s Ă des textes littĂ©raires les rĂ©investissent spontanĂ©ment dans une phase dâĂ©criture ou de rĂ©Ă©criture. Plus particuliĂšrement, elle se donne pour objectif dâobserver comment les Ă©lĂšves reformulent des textes ressources pour construire un genre, ici la robinsonnade, et comment lâimitation inventive participe de la construction dâune posture dâauteur. Elle sâintĂ©resse aux stratĂ©gies mises en Ćuvre, pour, in fine, en dĂ©gager des exploitations didactiques. Lâanalyse conjugue deux perspectives. La premiĂšre est celle de la linguistique, sâappuie sur les Ă©tudes portant sur la production verbale Ă©crite et la rĂ©organisation dâun substrat langagier dĂ©jĂ -lĂ , et emprunte Ă la gĂ©nĂ©tique textuelle ses mĂ©thodes pour lire les productions des Ă©lĂšves comme des textes dâĂ©crivains. La seconde perspective est celle de la didactique et interroge les dĂ©marches qui cherchent Ă amĂ©liorer les productions dâĂ©lĂšves Ă partir de lâutilisation de modĂšles que constituent des textes ressources.This thesis describes a research conducted within the frame of the learning of writing at the end of primary school. It observes how novice writers exposed to literary texts spontaneously reinvest them in a subsequent writing or rewriting task. In particular, the research aims at observing how pupils reformulate resource texts to build a literary genre (here the robinsonnade), and how inventive imitation participates in the construction of an author's posture. The thesis focuses on the strategies implemented by the pupils to, ultimately, use them to develop didactic strategies. The analysis combines two perspectives. The first of these perspectives is that of linguistics. It relies on studies of written verbal production and of the reorganization of a linguistic substratum "already there". To read the productions of the pupils as actual writers' texts, the analysis borrows methodological approaches from textual genetics. The second analysis perspective is that of didactics. It questions the approaches that seek to improve the productions of pupils from the use of models that constitute resource texts
L'Ă©criture entre imitation et invention Ă l'Ă©cole primaire: Ăcrire des Ă©pisodes de robinsonnades au cycle 3
This thesis describes a research conducted within the frame of the learning of writing at the end of primary school. It observes how novice writers exposed to literary texts spontaneously reinvest them in a subsequent writing or rewriting task. In particular, the research aims at observing how pupils reformulate resource texts to build a literary genre (here the robinsonnade), and how inventive imitation participates in the construction of an author's posture. The thesis focuses on the strategies implemented by the pupils to, ultimately, use them to develop didactic strategies. The analysis combines two perspectives. The first of these perspectives is that of linguistics. It relies on studies of written verbal production and of the reorganization of a linguistic substratum "already there". To read the productions of the pupils as actual writers' texts, the analysis borrows methodological approaches from textual genetics. The second analysis perspective is that of didactics. It questions the approaches that seek to improve the productions of pupils from the use of models that constitute resource texts.Cette thĂšse dĂ©crit une recherche qui sâinscrit dans le cadre de lâapprentissage de la rĂ©daction en fin dâĂ©cole primaire. Il sâagit dâobserver comment des scripteurs apprenants confrontĂ©s Ă des textes littĂ©raires les rĂ©investissent spontanĂ©ment dans une phase dâĂ©criture ou de rĂ©Ă©criture. Plus particuliĂšrement, elle se donne pour objectif dâobserver comment les Ă©lĂšves reformulent des textes ressources pour construire un genre, ici la robinsonnade, et comment lâimitation inventive participe de la construction dâune posture dâauteur. Elle sâintĂ©resse aux stratĂ©gies mises en Ćuvre, pour, in fine, en dĂ©gager des exploitations didactiques.Lâanalyse conjugue deux perspectives. La premiĂšre est celle de la linguistique, sâappuie sur les Ă©tudes portant sur la production verbale Ă©crite et la rĂ©organisation dâun substrat langagier dĂ©jĂ -lĂ , et emprunte Ă la gĂ©nĂ©tique textuelle ses mĂ©thodes pour lire les productions des Ă©lĂšves comme des textes dâĂ©crivains. La seconde perspective est celle de la didactique et interroge les dĂ©marches qui cherchent Ă amĂ©liorer les productions dâĂ©lĂšves Ă partir de lâutilisation de modĂšles que constituent des textes ressources
Lecture des enseignants en formation : comment lisent-ils l'implicite ?
JournĂ©e d'Ă©tudesNational audienceThe 2020 school curricula state that the objective for the end of the primary school is to learn to "read, understand and interpret a literary text", which implies being able to process the implicit in texts. This communication reports on the initial results of a questionnaire study designed to show how pre-service teachers understand this notion.Les programmes scolaires de 2020 donnent comme objectif pour le cycle 3 dâapprendre à « lire comprendre et interprĂ©ter un texte littĂ©raire », ce qui implique dâĂȘtre en capacitĂ© de traiter lâimplicite des textes. Cette communication rend compte des premiers rĂ©sultats dâune Ă©tude de questionnaires destinĂ©s Ă montrer comment des enseignants en cours de formation apprĂ©hendent cette notion