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Master Thesis

Les homophones au collège : du « casse-tête » au « remue-méninge »

Abstract : Linguists acknowledge that homophones are part of the "risky areas" of the French language. It is therefore not surprising that they are so difficult to write correctly for middle school students. The latter are in fact only in the middle of their orthographic training, and the years of middle school will prove to be decisive in fixing orthographic knowledge for life. Researchers in the didactic field highlight activities that promote students' intellectual engagement in the task, and, by making them actors of their learning, allow them to achieve lasting progress. The innovative didactic activity we are investigating on in this work, the “dictation of the day”, was practiced in a class of “4e” for six weeks. It has enabled discreet progress in the context of dictation, and notable progress in the context of text production. The pupils who seem to have benefited the most from the explicit form of teaching allowed by the device are the pupils who come from the lower classes of society.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-03170312
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Submitted on : Tuesday, March 16, 2021 - 10:01:18 AM
Last modification on : Sunday, September 12, 2021 - 3:16:24 AM

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Gabrielle Bornancin-Tomasella. Les homophones au collège : du « casse-tête » au « remue-méninge ». Education. 2020. ⟨dumas-03170312⟩

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