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Master Thesis

Le dessin comme voie d’accès au sens du texte littéraire en classe de Français Langue Etrangère

Abstract : Understanding the literary text presents many pitfalls in teaching French as a Foreign Language (FLE). The foreign language learner encounters semasiological obstacles. It is advisable to start from the notion of schema, of internal paradigm generated by reading. Drawing could reflect the internal representations of a reader, their mental images. Drawing is an ancestral and universal practice. The drawing, this fixation of mental images, could serve as an access to the meaning of the literary text in FLE teaching. The representation of their reading by the graphic gesture is a concretization of a bias and therefore a semantic construction, a conversion of literacy into image. It allows the reader to take ownership of the reading. Drawing is a path to the maieutics of the literary text, which tends towards the global sense and not towards a semantic pointillism specific to readers who remain at the level of partial representation. Thus, the drawing is a way of putting on paper what the reader has difficulty in abstracting. The drawing is a device for receiving and retaining data from the text, data that is not always easy to keep in mind for a reader who encounters pitfalls of understanding. Drawing the literary text is engaging cognitively on the one hand, because drawing is a process set over time; on the other hand, the graphic gesture could bring reading closer to the game, it could revive the pleasure of the child's graphic gesture. Finally, drawing is a metacognitive activity, because the drawing reader sheds light on his reading beyond the written trail. The graphic representation could be a foreword to a sharper reception of the written that would emphasise the configuration of sites in the literary text, as well as the colours and shapes. These elements are far from being pointless; they are structural supports for an interpretation because they are part of an analysis. Finally, drawing could be a way to facilitate inference and abduction for the reader.
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Master Thesis
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Submitted on : Thursday, September 9, 2021 - 5:01:22 PM
Last modification on : Wednesday, October 27, 2021 - 3:55:48 PM
Long-term archiving on: : Saturday, December 11, 2021 - 7:26:18 AM


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  • HAL Id : dumas-03339871, version 1


Claire-Marie Kelechian. Le dessin comme voie d’accès au sens du texte littéraire en classe de Français Langue Etrangère. Linguistique. 2021. ⟨dumas-03339871⟩



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