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Master Thesis

Aider les élèves à orthographier les homophones verbaux en situation de production d'écrits

Abstract : Most of pupils have problems with grammar and spelling, especially with silent concord marks in written French. In order to help them, the teacher has to make language teaching explicit. The aim of this study is to help pupils understand how language works, so that they transfer their orthographic competence to writing. That's why I decided to work on verbs that sound the same but spelled differently in present tense with 2nd and 3rd grade pupils. During two months, I applied two sorts of written activities: sentence of the day dictation and written production based on sequential pictures. I focused on the grammatical discussions going on during these activities. This study leads to few conclusions about the evolution of pupils in orthographic competence. Their progress is mostly linked with the sentence of the day dictation: indeed, they use more metalanguage and resort to syntactic manipulations in order to explain their grammatical reasoning. However, there appears to have no effect on their written production. It may be deducible that text revision which leads to transfer of knowledge is a very complex and laborious process.
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Master Thesis
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Contributor : Uga - Bu Professorat Éducation <>
Submitted on : Tuesday, November 29, 2016 - 11:16:55 AM
Last modification on : Tuesday, September 22, 2020 - 3:15:03 AM
Long-term archiving on: : Monday, March 27, 2017 - 9:04:10 AM


  • HAL Id : dumas-01404751, version 1



Katarzyna Sraga. Aider les élèves à orthographier les homophones verbaux en situation de production d'écrits. Education. 2016. ⟨dumas-01404751⟩



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