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Master Thesis

La place de la dictée négociée dans l’enseignement de l’orthographe : le cas de l’accord en nombre dans le groupe nominal au cycle 3

Abstract : French spelling is difficult and teaching it is linked to dictation which now exists in various formats. Academic Research has shown that verbalization is a performant tool to teach spelling. In this way, negotiated dictation appeared as an interesting subject. This mechanism is based on small groups of students who must discuss and agree on a common version of the dictation. The aim is to encourage students to orally justify their orthographical choices. This study has been performed with students from cycle 3. Its aim is to measure well executed agreements in number in the nominal group, both in individual and collective scripts. Some agreements in number are difficult to identify and to be effectively managed when they start with « de » and when they include adjectives. The use of metalanguage looks to be efficient as significant improvements have been seen. However, negotiated dictation must be supported by wider teaching aids to ensure progress of all students.
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https://dumas.ccsd.cnrs.fr/dumas-03108502
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Submitted on : Wednesday, January 13, 2021 - 11:23:21 AM
Last modification on : Wednesday, July 21, 2021 - 3:28:59 AM

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  • HAL Id : dumas-03108502, version 1

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Farouka Bayon Chardon. La place de la dictée négociée dans l’enseignement de l’orthographe : le cas de l’accord en nombre dans le groupe nominal au cycle 3. Sciences de l'Homme et Société. 2020. ⟨dumas-03108502⟩

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