Dissertationen zum Thema „Apprentissage de l'écriture – Étude et enseignement (préscolaire)“
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Pérez, Éloïsa. „La typographie au service de l'apprentissage de l'écriture manuscrite à l'école maternelle : une pratique de découverte matérielle de la lettre“. Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUL167.
Der volle Inhalt der QuelleTypography is part of the material culture of writing. Originally describing a mechanical printing technique using movable characters, it now brings together a spectrum of practices which are deployed in both the printing and digital fields and are accompanied by specific writings. Naturally, the history of education bears witness to various typographic devices dedicated to the transmission of written language; the specificities of the technique and the authority of its forms direct uses towards the composition of texts and the discovery of reading, rather than towards handwriting. Since the latter implies gesture and movement, its typographical part seems limited to the status of model. However, the design of the alphabet through typography offers a material approach capable of revealing complementary aspects of the production of its forms. In order to define its contribution to the learning of handwriting in nursery school, the object of this thesis consists of a material study of the process of transmission of this elementary knowledge. Located at the intersection of information and communication sciences, educational sciences and graphic and typographic design, it offers an understanding of the graphic devices which structure the learning of writing and support contemporary educational practices, observable in the classes of public nursery schools in France. Thus, it presents a consideration of the relationship between graphic design and pedagogy, based on the materiality of the associated intellectual tools, and on an experience of active research. The first part “Learning to write in nursery school” presents the current state of writing pedagogy as described by institutional discourses and field practices observed in schools since 2014. The second part, “Material analysis of the spontaneous tracing of the capital letter”, deals with the specificities of children’s first tracing experiences which emerge in a context marked by a plurality of graphic activities. It distinguishes three modalities of representation linked to the developments of drawing, graphics and writing. The third part “The instruction-object serving the discovery of the alphabet” addresses the implementation and classroom uses of Prélettres, a typographic device designed to engage children in the material discovery of the letter. It is structured around two educational objectives: revealing the composite structure of the letter and guiding the graphic gesture through the module, each treated in a dedicated chapter. The fourth part, “Building the letter, configuring the space,” questions the effect of the modular approach to the alphabet on the articulations of the spaces and dimensions in which it fits. A semiotic study of the classroom is proposed, based on field experience, and put into perspective with the materiality of the mediums which accompany the pedagogy of handwriting. The concrete result of this thesis leads to the development of a typographic research device dedicated to the acquisition of handwriting in nursery school. It defends education through doing, through action, and practice as a dynamic of learning and research. In this sense, the device is made up of tools for the material discovery of the letter, which invite manipulation and modular arrangement. Their design was guided by the uses observed in classes during educational workshops. These were tested in several public schools throughout the research and allowed the progressive construction of the device, supported by a repertoire of forms adapted to identified child practices and their natural development
Le, Mounier-Béchennec Danielle. „Apprentissage de l'écriture : une étude longitudinale“. Paris 5, 1999. http://www.theses.fr/1999PA05H061.
Der volle Inhalt der QuelleAndaur, Médina Marie Angélique. „Etude de l'apprentissage de l'écriture en grande section maternelle et au cours préparatoire“. Paris 5, 1986. http://www.theses.fr/1986PA05H046.
Der volle Inhalt der QuelleHamm, Mélanie. „L' apprentissage de l'écriture et la lecture chez les personnes sourdes et malentendantes“. Strasbourg, 2010. http://www.theses.fr/2010STRA5007.
Der volle Inhalt der QuelleTo study the question of writing for deaf persons not based on spoken or sign languages, which seem almost inevitably associated with the study of reading and writing, but based on the writing itself as a means of possible expression and of language acquisition, we have surveyed around fifty deaf and hard of hearing persons. While avoiding a "pro-oralist" or on the contrary a "pro-gestualist" attitude, we were able to study reading and writing in our subjects. The results of our interviews shows that, most commonly the practice of writing is common in our subjects even those with little reading ability. If some of them have difficulties in reading or writing, their relationship to writing is related to communication and language acquisition. Is writing an important but neglected factor in the life of deaf persons?
Ruellan, Francis. „Un mode de travail didactique pour l'enseignement : apprentissage de l'écriture au cycle 3 de l'école primaire“. Lille 3, 2000. http://www.theses.fr/2000LIL30005.
Der volle Inhalt der QuelleKayouloud, Paul-Dédeth. „Culture ancestrale et apprentissage de l'écriture chez les Bakongo : République populaire du Congo“. Paris 10, 1987. http://www.theses.fr/1987PA100002.
Der volle Inhalt der QuelleMauroux, Florence. „Activités d'écriture approchée et entrée dans l'écrit au préscolaire et au début de l'école élémentaire : une étude de cas longitudinale“. Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20045/document.
Der volle Inhalt der QuelleThe researches led in linguistics and in psycholinguistics since thirty years enabled to understand better the appropriation of written language by young children. In a complementary way, works, with didactic aims, questioned teaching practices to bring to light those who are the most favorable to the appropriation of spelling. Several studies conclude that invented spelling activities, including the resolution of orthographic problems, followed by a metagraphic interview and along with a tight feedback of the teacher, facilitate the conceptualization of written language in the first years of the learning. Our research joins in these various paradigms. To understand the essence of young writers’ written productions, our analysis looks simultaneously at the evolution of the students’ scriptural and metalinguistic skills and at the observed practices of teaching to spell implemented by their teachers. To this aim, two groups of 23 pupils, from 5 to 8 years old, were followed from the middle of the last year of kindergarten to the end of the 2nd year of primary school. The pupils were regularly submitted to tests to assess their spelling and reading skills and their metagraphic skills. We lean more particularly on the results of 15 students, from both groups, which participated in all the assessments, led at the 7 moments of the research. The analysis of two practices of teaching to spell, observed at three moments (at the beginning, middle and at the end) of the 1st year of primary school, is crossed with the longitudinal results obtained by the 15 students of our sample. The case study confirms the benefits of the regular practice of invented spellings on the development of the assessed skills. The methodological tools of analysis developed for this study (analysis grid of writer’s skills, of metagraphic verbalizations and of actions of teaching to spell) can be used in teachers' training, under some adjustments
Fauzar-Farid, Ghislaine. „Apprentissage de la lecture et de l'écriture en arabe chez les enfants marocains : approche psycholinguistique“. Paris 7, 2001. http://www.theses.fr/2001PA070076.
Der volle Inhalt der QuelleThe aim of this psycholinguistic study is to evaluate reading strategies used by Moroccan-speaking children in the first year of the primary school. To test the role of phonological information in building up the reading mechanisms, a series of experiments were proposed to one group of children. Data from the silent-reading and semantic categorization tasks shows evidence of "phonological mediation". The results of the reading aloud and spelling tasks show that children use of the orthographic procedure for words and the phonological procedure for pseudowords. This confirms the hypothesis that both "phonological mediation" and orthographic processing are used in the early stage of reading Arabic. The phonological processing permits the establishment of the orthographic lexicon. The development of phonological awareness is a key factor in reading acquisition. Though, our experiments show a close correlation between the results obtained from phonemic and syllabic segmentation and reading tasks. The metaphonological abilities are developed in parallel with reading and spelling acquisition. .
Molinier, Pierre. „Coréférence et messages composites : pour la formation d'un lecteur sagace“. Toulouse 2, 1994. http://www.theses.fr/1994TOU20062.
Der volle Inhalt der QuelleMessages in the worl today are transmitted through various material forms of expression : images, written texts, articulated sounds, musicals notes, noises. We an therefore describe them as being composite and we have analysed the characteristics which derive from this composite nature. Secondly, we have attempted to elucidate how meaning circulates inside this combination of various elements when the receptor is involved in the act of deciphering. Our hypothesis is that the receptor engages in an activity of intellection similar to the mechanisms of linguistic co-reference. We have broadened the definition of this concept to include the various forms of intersemioticity to the different composite messages. In view of making these co-referencial practices part of the basis at school to theoretical models based on this co-referential mechanisms are proposed for reachers which take into account the procedures used by children when deciphering various messages. We refer, in particular, to the procedures of erception and comprehension. In demonstrating the close interdependence of these two models we have checked there validity on the following collection of texts for young people crock rock by r. Scouvart (paris, ed. Magnard, 1986) using the result obtained we have attempted to define the possible ways of integrating co-referencial practices into the school system
Tellier, Marion. „L'impact du geste pédagogique sur l'enseignement/apprentissage des langues étrangères : étude sur des enfants de moins de 5 ans“. Paris 7, 2006. http://www.theses.fr/2006PA070029.
Der volle Inhalt der QuelleSecond language researchers and teachers often recommend to gesture while teaching, especially with young children. It is commonly admitted that teaching gestures help children understand and memorise foreign languages. Nevertheless, there is no empirical study to prove this fact. This dissertation aims to study second language teachers' gestures. It rests both on the concepts of second language acquisition and teaching research (especially French as a foreign language) and on the issues of gesture studies. We will also use the experimental tools of cognitive psychology to set up a series of experiments in order to assess the impact of teaching gestures on learning. We will first give a definition of teaching gestures and their functions. We will then test its impact on the understanding and memorising of items of the foreign language lexicon by 5 year-old children. Eventually, we will suggest a way of integrating this approach to the training of foreign language teachers
Charpentier, Jacky. „Apprentissage de la lecture et développement de la pensée logique : les processus de compréhension dans l’accès au langage écrit“. Nancy 2, 1990. http://www.theses.fr/1990NAN21019.
Der volle Inhalt der QuelleThe theoretical study and functional analysis of written language demonstrate that, compared with spoken language, writing is endowed with specific functions and patterning. It therefore constitutes an object of learning of its own, having its proper requirements. The reading-writing act thus draws on particular cognitive processes. The study of such processes defined in terms of comprehension strategies, is based on experimental exercises given to infant classes. Several strategies are made out and related to the levels of development of logical thinking such as they appear in Piaget's operation theory. The demonstration is made that there exist relations between the characteristics of the various comprehension strategies children resort to and the levels of operations, whether mastered or not, such as seriation, classification, and conservation operations. More marked still is the clear differentiation between the comprehension strategies of pre-operating children and those of children mastering concrete operations. The hypotheses made above are thereby confirmed. Ultimately the pedagogical consequences are drawn from the observations made and the results obtained
Colin, Stéphanie. „Développement des habiletés phonologiques précoces et apprentissage de la lecture et de l'écriture chez l'enfant sourd : apport du langage parlé complété (LPC)“. Lyon 2, 2004. http://theses.univ-lyon2.fr/documents/lyon2/2004/colin_s.
Der volle Inhalt der QuelleVernhes, Stéphanie. „La fonction de l'écrit entre processus de subjectivation et développement de l'enfant : que nous enseignent les symptômes liés à l'écriture et la lecture ? : approche pluridisciplinaire“. Aix-Marseille 1, 2012. http://www.theses.fr/2010AIX10112.
Der volle Inhalt der QuelleSénéchal, Marie-François. „L'acquisition du système orthographique du français chez des enfants francophones et des enfants allophones fréquentant la maternelle en contexte québécois“. Master's thesis, Université Laval, 2013. http://hdl.handle.net/20.500.11794/24019.
Der volle Inhalt der QuelleChishiba, Gérald. „La didactique comparée de l'écrit en langues nationales, en anglais et en français chez les adolescents/adultes en Zambie“. Grenoble 3, 2006. http://www.theses.fr/2006GRE39036.
Der volle Inhalt der QuelleThis research work evolves around the teaching of written expression in Zambia. It has looked at the way written expression is taught in French in comparison to the way it is taught in English and vernacular languages. This work has been divided into three parts. The first part presents the geolinguistic and sociolinguistic situation in Zambia, as well as the controversial issue of the language of instruction in the school system. The second part deals with the question of the theoretical background of the research in relation to text linguistics and written expression teaching theory. This second part deals also with the actual teaching of written expression in Zambian languages, in English and in French. Lastly, the third part presents our qualitative and quantitative analysis of pupils written productions on the basis of the evaluation grid developed by Gerard Vigner in 2001
Rogalski-Muret, Janine. „Acquisition de la bidimensionalité (combinatoire, espace, mesure) chez les élèves d’âge scolaire et préscolaire“. Paris 7, 1985. http://www.theses.fr/1985PA077079.
Der volle Inhalt der QuelleNelson, Laury. „Contact de langues et enseignements : apprentissage du français en milieu scolaire guyanais“. Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2016/document.
Der volle Inhalt der QuelleOur research deals with the problem of the contact of languages in the teaching and learning of french, in this case in the Guyanese school environment. Thus, the objective of our research work is to understand how the phenomena of contact of languages that occur in learning situations of exolingual type, that is to say where the young learner is doing the experience of learning a non-maternal language from the pre-school level on the other hand, and how adults (teachers-atsem) use heterogeneous linguistic codes to communicate in the classroom. Our research work is guided by a specific problem: "What is the role of code-switching in the practices of transmission of knowledge, linguistic and extra-linguistic? ". This question represents the backbone of our research and it gives rise to several guidelines on how alternation presents itself as a linguistic resource in didactic exchanges in exolingual contexts. This research essentially borrows from the contributions of Swiss linguistics in the work of Bernard Py (1986, 2004, 2005) on language contact, learning and interaction and Marinette Matthey (2003) on acquisition of second languages at school. Based on an ethnographic approach, we start from the observation and description of the socio-cultural realities of culturally meaningful classroom communication situations in order to describe carefully the teaching and learning practices. Our research focuses above all on a positioning of interactionist inspiration, insofar as we seek in particular to grasp an object attached to the interactions, through which knowledge and skills are negotiated and constructed during the passage of a language to the other
Cadiou, Sandra. „Didactique clinique de l'écriture de fiction en lycée professionnel : division du sujet et conversion didactique dans l'apprentissage“. Thesis, Toulouse 2, 2018. http://www.theses.fr/2018TOU20026/document.
Der volle Inhalt der QuelleWe assume that there is a personal investment of pupils when they write. Basing on the clinical didactics approach, I question the learning of writing fiction in vocational high schools. This theoretical framework is based on the hypothesis of Freud’s unconscious mind and it considers the subject to be singular, liable to subjection and divided. In fact, the division of the subject, the result of their entry into language, is probably a guiding impulse in the process of writing and, therefore, of its learning. My work questions the existence of a psychic investment of pupils, in connection with their division, when they learn to write fiction. If such division exists, I want to shed light on its relationship with the know-how to write and thereby assert the existence of a didactic conversion, just like such a phenomenon is also noticeable with the subject-teacher (Buznic-Bourgeacq, 2005).I observed four pupils : Soleil, Nicolas, Blow and Luc, during the sequence “write a short story with a surprising ending " in a French class. The case constructions that I built for each one would show a psychic investment in relation to the division of the subject
Huynh, Mai Trang. „La conscience phonologique des enfants vietnamiens: son développement, ses liens avec la lecture et l'écriture et l'impact d'un entraînement précoce“. Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209389.
Der volle Inhalt der QuelleLa première étude a été menée sur 73 enfants qui ont été suivis de la fin de la 3ème maternelle jusqu'au milieu de la 2ème année primaire. L’objectif était d’évaluer le développement de la conscience phonologique des enfants et la relation entre celui-ci et le développement des capacités en langage écrit. Les résultats obtenus montrent que le développement de la conscience phonologique varie en fonction des unités linguistiques considérées. La rime s’est avérée être l’unité linguistique la plus difficile à catégoriser et la voyelle la plus difficile à substituer par rapport à la consonne initiale et au ton. Notre étude n’a pas mis en évidence de corrélations positives et significatives entre la conscience phonologique évaluée en maternelle et l’apprentissage du langage écrit en primaire. Cependant, le développement de la conscience phonologique est fortement corrélé avec celui des capacités de lecture et d’écriture dès la 1ère année primaire.
La deuxième étude a été réalisée auprès de 62 enfants suivis depuis la 2ème maternelle jusqu'au milieu de la 1ère primaire. Elle avait pour objectif d’évaluer un programme d’entraînement de la conscience phonologique. Ainsi, nous avons mesuré l’impact de cet entraînement sur le développement de la conscience phonologique et sur l’apprentissage ultérieur du langage écrit. Les résultats ont permis de mettre en évidence un effet bénéfique de l’entraînement précoce de la conscience phonologique sur les performances en langage écrit chez les enfants de 1ère année primaire.
Malgré l’absence de preuve claire en faveur d’une influence causale de la conscience phonologique sur l’apprentissage du langage écrit, nos données confirment l’importance de la conscience phonologique dans la découverte du principe alphabétique et l’application des conversions grapho-phonologiques au moment de l’apprentissage formel du langage écrit à l’école primaire. Ainsi, l’application d’un programme d’entraînement de la conscience phonologique durant la période préscolaire (troisième maternelle) apporte une préparation efficace pour l'apprentissage du langage écrit au début du cycle primaire.
Doctorat en Sciences Psychologiques et de l'éducation
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Fradet-Le, Coz Marie-Françoise. „La construction de la fiction dans l'écriture de textes narratifs à visée littéraire à l'entrée au collège : quand le dialogue pédagogique interfère avec le dialogue intérieur chez les jeunes scripteurs“. Thesis, Paris Est, 2009. http://www.theses.fr/2009PEST0029/document.
Der volle Inhalt der QuelleThe presented research has been written in the context of teaching-learning how to write when entering secondary education. It is about observing how fiction is built in literary narrative texts when a new pupil first approaches the topic and deals with the essay he is writing alone, and then when accompanied by the teacher who engages in a dialogue after having read the produced essay. The analysis uses three perspectives: didactic touching upon concepts of mediation (discursive mediation and pedagogic mediation) and dialogism with reference to the works of L.S. Vygotski and M. Bakhtine; literary study linking fiction and interpretation according to the aesthetic theory of U. Eco; and linguistic borrowing to textual genetic and its methods to read pupils? essays like a writer?s text. The investigations carried out led to a fresh look at what constitutes fiction in the writings of young scripter?s (a mediatised imaginary, linked to subjectivity which translates self expression) and to enriched reflection on the role played by the teacher, author of the essay topic and assistant in the progressive mastering of the writing process by pupils
Richard-Bossez, Ariane. „La construction sociale et cognitive des savoirs à l'école maternelle : entre processus différenciateurs et moments de démocratisation : le cas des activités relatives à l'écrit en grande section“. Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3087.
Der volle Inhalt der QuelleThis thesis examines the construction of knowledge in French preschools and the schools’ differentiations between pupils that can occur in this process. Based on a sociology of the curriculum, crossing sociology of education and sociology of knowledge, this study considers school knowledge in its double dimension, at the same time social and cognitive, and underlines how these two dimensions weave mutually. On an empirical level, this work draws on a field study of observations in six classes of grande section, situated in various social backgrounds and is most notably centred on written language learning. The data analysis shows that if during school activities social and cognitive differentiating operations can be repeated, moments of revision of these operations can also be discerned, thus opening up possibilities of learning democratization. More widely, this research highlights the relational nature of the knowledge building process, by showing how this process is coproduced in situations from elements internal and external of these situations
Mbodj-Pouye, Aïssatou. „Des cahiers au village : socialisations à l'écrit et pratiques d'écriture dans la région cotonnière du sud du Mali“. Lyon 2, 2007. http://theses.univ-lyon2.fr/documents/lyon2/2007/mbodj_a.
Der volle Inhalt der QuelleThis research is an ethnographic approach of writing practices in the cotton-growing region of Southern Mali. The setting is multilingual; different ways of acquiring literacy are available: adult literacy classes, schooling (bilingual or not), Islamic learning. These practices involve three languages: French, the official language, still dominant as a written language; Bambara, which has been developed for adult literacy classes and bilingual schools ; and Arabic, mainly used for religious purposes. Becoming literate involves studying in one or more of these educational settings, and often other experiences, especially when migrating for work in urban places. Those different experiences of writing are analysed as different "literate socializations". These paths to literacy are considered more specifically for one village. The study of written pieces can give a deeper view of the practices villagers engage in. This study relies on the analysis of a corpus of written documents, especially notebooks. They deal with various topics and display a number of types of text (recipes, accounts, chronicles, etc. ), and they are often multilingual. One result of the research is that Bambara is actually used as a written language, but writers who are also proficient in French tend to preserve the higher status of the official language. Our analysis support the hypothesis that keeping a personal notebook is a way of objectifying the existence of a domain "of one's own" (private but not intimate). The uses of literacy are essential to understand how is currently redefined, in this area, the line between public and private
Bros, Frédérique. „Écrire, apprendre et faire apprendre en mode numérique : évolutions de la raison graphique dans des dispositifs de formation d’adultes « médiatisés »“. Electronic Thesis or Diss., Lille 1, 2009. http://www.theses.fr/2009LIL12001.
Der volle Inhalt der QuelleThis thesis deals with writing, learning and teaching/training activities developed in the adult technology-mediated education solutions. It studies the various forms the current “digital revolution” takes; and what writing, learning, teaching/training mean in this context.The pluridisciplinary approach involves research in Education (Andragogy, Psycho and Socio Pedagogy, Philosophy), Anthropology and research in Information Technologies in order to clear up the transformations at work related to the uses of Information Technologies in education. The conceptual interpretation model built allows to empirically check the evolutions of the “scriptural mind” in the fields of basic and universitary training, in groups where writing is at stake (“learning how to write” and “learning by writing”). Our stance as both researcher and practitioner leads us to carry out a “research in the core of action”. The methodological approach is then pragmatic, dialogic and linked to an epistemological frame influenced by the theories of action in education. It combines several investigation techniques (participant observation, study of texts and messages produced on line, survey by means of semi-directive interviews and questionnaires)
Malet, Agnès. „Savoirs et connaissances mathématiques spécifiques du professeur pour l'enseignement du nombre à l'école maternelle“. Thesis, Clermont-Ferrand 2, 2016. http://www.theses.fr/2016CLF20029/document.
Der volle Inhalt der QuelleTeaching numbers in preschool is addressed though the specific mathematical knowledge of the teacher himself. This thesis work comes within theoretical didactical situations. A modeling system for specific mathematical knowledge is suggested in order to study the way ten teachers teach numbers. This work is completed by a short training course related to quantity knowledge. This thesis work analyses the impact of these new specific fields of knowledge for five amongst ten of these teachers. The final result of the research work is highlighted by teachers training
Liu, Chenchen. „Integrating touch screen tablets in early childhood education ? : inquiry and experimentation in a French kindergarten“. Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG009.
Der volle Inhalt der QuelleIntegrating touch screen tablets in early childhood education is promising but challenging. The main three subjects involved in this integration are child, parent and teacher. This dissertation investigated child manipulation, parent attitudes and teacher acceptance respective to answer the question of the effectiveness of integrating touch screen tablets in early childhood education. In the Child part, two studies were conducted. The first study explored child digital manipulation behaviors on a touch screen tablets and made a conclusion that technology difficulty in a game app in the tablets matters more than content difficulty. The second study investigated the effectiveness of the adaptive difficulty adjustment in game-based learning in child cognitive skills achievement and enjoyment experience. And the results indicated that the game design significantly impacts on child comprehension and digital manipulation and the adaptive difficulty adjustment positively influenced child cognitive skills achievement in literacy, basic mathematics and basic drawing while no significant difference was found in child enjoyment experience between the experiment and control group. In the Parent and Teacher part, based on the survey and interview results, parents hold positive attitude towards touch screen tablets integrated in early childhood education and they strongly believed the potential of tablets to improve children learning. For teachers, it was found that the age is the key element impacting their acceptance of using tablets in their pedagogy, and teachers expected more practical instruction of using tablet in their teaching
Lecocq, Aurélie. „Génèse et évolution des compétences des élèves à la fin de l'école maternelle : éléments d'analyse à partir de données de panel et d'une expérimentation musicale“. Phd thesis, Université de Bourgogne, 2012. http://tel.archives-ouvertes.fr/tel-00994721.
Der volle Inhalt der QuelleTiryakioglu, Gulay. „EFL learners' writing processes : the relationship between linguistic knowledge, composing processes and text quality“. Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE2047.
Der volle Inhalt der QuelleWriting is a complex process both in the first language (L1) and in a foreign or second language (L2). Researchon second- and foreign-language writing processes is increasing, thanks to the existence of research tools thatenable us to look more closely at what language learners actually do as they write (Hyland, 2016; Van Waes etal., 2012; Wengelin et al., 2019); research on plurilingual writing behaviour remains, however, scarce. Thisstudy looks at the relationship between knowledge of language, typing skills, writing processes (writing fluency,pauses and revisions) and the quality of texts written by 30 middle school French students (14-15 years old),during writing in their first (French), and second (English) languages. In the second study, we looked at thiscomplex relationship among a sub-group of 15 middle school French-Turkish bilingual students (14-15 yearsold, residing in France) during writing in their home language (Turkish), school language (French), and English(a foreign language, also learned at school). The third study explores this complex relationship between thesubgroup of 17 bilingual learners (15 Turkish-French bilinguals and 2 Arabic-French bilinguals) and 13 Frenchmonolingual learners.We used a mixed-method study design: a combination of keystroke loggings, pre- and post-writingquestionnaires, students' written texts and stimulated recall interviews. Our participants performed three writingtasks (a copy task, a descriptive and a narrative task) in each language on the computer using the keystrokeloggingtool Inputlog (Leijten & Van Waes, 2013). Keystroke logging (the possibility of measuring precisetyping behaviour), which has developed over the past two decades, enables empirical investigation of typingbehaviour during writing. Data related to writing processes were analyzed from this Inputlog data: writingfluency was measured as characters per minute, words per minute, and mean pause-bursts (text producedbetween two pauses of 2000 milliseconds); pausing was measured as numbers of pauses, pause length, andlocation (within and between words); and revisions were measured as numbers of deletions and additions, andrevision-bursts (additions and deletions between two long pauses of 2000 milliseconds). Typing speed wasmeasured with the Inputlog copy task tool in three languages; we developed the Turkish copy task for our study,and it has been standardized and added to the Inputlog software. To assess text quality, a team of evaluatorsused both a holistic and an analytical rating scale to judge content, organization and language use in the L1, L2and L3 texts, and this qualitative assessment is compared with the quantitative Inputlog measures. We alsocollected stimulated recall protocol data from a focus group of seven writers, as they watched the keystrokelogged data unfold; this fascinating process enabled us to obtain information related to the writers’ thoughtsduring long pauses and revisions. Finally, we obtained background data on the participants’ writing behaviorsoutside the classroom with a questionnaire.Analyses of the keystroke logging data reveal important differences between L1 and L2 as well as between L1,L2 and L3 writing processes, which appear to be linked to our bilingual subjects’ linguistic backgrounds, andespecially their contact with written Turkish (Akinci, 2016). Writing processes were more fluent in French, withlonger pause-bursts, fewer pauses and revisions than writing in English and Turkish. Post-hoc comparisons ofwriting processes in the three project languages show that although there are significant differences betweenFrench and Turkish/English writing processes, English and Turkish writing processes are similar, with,however, significant fluency differences