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Master Thesis

La compréhension de l’écrit dans l’apprentissage de l’anglais : travail individuel ou en binôme ?

Abstract : Reading comprehension is one of the five language activities that belong to foreign language teaching. Every teacher is confronted to the difficulty of making all students understand a text, whatever their language skills. This study, carried out by an English teacher, aims at finding which organisation of the reading activities can enable the students to reach a better level in reading comprehension skills: do they understand better if they work individually, or in pairs? The analysis of literature gives different points of view, that validate the benefits of either one organisation or the other. Therefore, the author conducted two experiments, in order to compare the reading comprehension skills of the student in individual work, and in pair work: two classes of Seconde Générale received reading comprehension activities. In one class, the students had to work individually, in the other they worked in pairs. The levels of comprehension skills were then evaluated and compared, between students of the same initial level. These experiments gave no definite results: the author can thus conclude that, instead of choosing one organisation or the other, the teacher has to combine both.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01760306
Contributor : Uga - Bu Professorat Éducation <>
Submitted on : Friday, April 6, 2018 - 10:47:23 AM
Last modification on : Wednesday, July 15, 2020 - 1:12:02 PM

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  • HAL Id : dumas-01760306, version 1

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Claire Coutard. La compréhension de l’écrit dans l’apprentissage de l’anglais : travail individuel ou en binôme ?. Education. 2017. ⟨dumas-01760306⟩

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