Les connaissances implicites et explicites en grammaire : quelle importance  pour l’enseignement? Quelles conséquences?

Nadeau, Marie; Fisher, Carole

doi:10.5565/rev/jtl3.446

Cited by 35 publications

(29 citation statements)

References 27 publications

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“…Some concepts elaborated within formal sentence‐based models (e.g., complementary distribution, noun phrase, hierarchy, left‐dislocation) may form microsystems that are adequate to help students disentangle sentence‐level issues in writing (e.g., silent agreements in French, cf. Nadeau and Fisher ). Other concepts further expanded within lexical approaches to syntax (e.g., double‐object construction) can help students explore the concept of transitivity (which may be useful in exploring the use of certain pronouns, e.g., in a bilingual Catalan‐Spanish setting, cf.…”

Section: Reflexivity and Metalinguistic Activity In Language Educationmentioning

confidence: 99%

L1 Grammar Instruction and Writing: Metalinguistic Activity as a Teaching and Research Focus

Vicens

2016

Language and Linguist. Compass

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Some authors have noted a lack of conceptual clarity in the field of L1 grammar instruction for writing.Here 'metalinguistic activity' is proposed as a concept that can contribute conceptual clarity by relating metalinguistic activity both to the ref lexivity that languages afford (i.e., using language to refer to language itself ) and to a sociocultural approach to languages (i.e., languages consist of semiotic tools that underpin our psychological development). I discuss how this notion is approached by Grup de Recerca sobre Ensenyament i Aprenentatge de Llengües (GREAL), the Research Group on Teaching and Learning Languages at the Autonomous University of Barcelona (Spain), and describe their seminal study of secondary students' metalinguistic activity in the context of writing. Results show that metalinguistic activity emerges at different levels (procedural, with common language, and with metalanguage). While it may not lead to students automatically writing better texts, metalinguistic activity does help them to engage in sustained discussion about text choices in the context of text production, something considered of utmost importance in educating good writers. In conclusion, I indicate the theoretical relevance of this concept and suggest the need for more research on how to implement it effectively in the classroom.

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Section: Reflexivity and Metalinguistic Activity In Language Educationmentioning

confidence: 99%

L1 Grammar Instruction and Writing: Metalinguistic Activity as a Teaching and Research Focus

Vicens

2016

Language and Linguist. Compass

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“…Some lines of research of a qualitative nature have enabled the pointing out of ways towards a possible answer. On the one hand, research on students' grammatical concepts demonstrates the inconsistency and lack of systematization of the concepts that students elaborate (e.g., Casas, 2014; and see for similar results Myhill, 2000in the UK, and Fisher, 2004and Nadeau & Fisher, 2011. This lack of systematicity would be closely related to the formulations of textbooks that teachers and students use as guides to learn grammar, and, for instance, would manifest itself in tasks of identification (Coronas, 2014).…”

Section: Introductionmentioning

confidence: 93%

Teachers’ concepts on the teaching of grammar in relation to the teaching of writing in Spain: A case study

Camps¹,

Vicens²

2019

L1 Educational Studies in Language and Literature

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This article presents the results of a study conducted in Spain concerning a secondary school teacher's conceptualizations of grammar teaching and its relation to writing. Concepts are considered of the utmost importance when confronting any educational change. In dealing with the controversial issue of the role played by grammar in learning to write, the authors defend their positioning of the debate around the concept of metalinguistic activity as a source of grammar learning rather than the notion of an implicit/explicit grammar dichotomy. A number of studies have deemed the former as a promising avenue for research. After analysing a semi-structured interview held with the teacher, some preliminary results concerning the respondent's concepts show that she combines ideas of implicit grammar and explicit grammar with an incipient awareness of the importance and possibilities of promoting metalinguistic activity. Awareness of metalinguistic activity can anchor the reorienting of classroom practices towards reflection within planned activities designed by the teacher and intended to promote students' autonomy and awareness. Nonetheless, these results point at a much-needed process of structuring by means of which teachers enhance this perspective.

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“…Le statut du vocabulaire grammatical dans l'enseignement pose la question du rapport entre enseignement implicite et enseignement explicite de la langue. Nadeau et Fisher (2011) montrent ainsi en analysant des manuels de grammaire québécois que les exercices proposés font régulièrement appel à des connaissances implicites. Elles font le constat que la limite entre connaissances implicites et connaissances explicites est souvent mal maitrisée, ce qui met en difficulté les élèves ne possédant pas les connaissances implicites nécessaires.…”

Section: La Nécessité D'une Approche Réflexive De La Langueunclassified

Utilisation du vocabulaire grammatical dans des entretiens métagraphiques d’élèves de troisième

Levier

Brissaud

2020

CJAL

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Nous étudions le vocabulaire grammatical utilisé par des élèves de la quatrième année du secondaire français lors d’entretiens sur les procédures ou représentations métagraphiques mobilisées lorsqu’ils orthographient. Le vocabulaire utilisé est emprunté à la grammaire scolaire. Sa densité et sa pertinence varient beaucoup. Certains termes utilisés dès l’école primaire sont maitrisés par une proportion étonnamment faible d’élèves. Ainsi adjectif n’est utilisé de manière pertinente que dans 76,2 % des occurrences, pronom dans 58,3 % et déterminant dans 52,4 %. Afin d’évaluer le rôle de ce vocabulaire dans l’analyse orthographique des élèves, des tests de corrélation ont été effectués pour mettre en relation d’une part la réussite orthographique et d’autre part la diversité des termes grammaticaux utilisés de façon pertinente, le nombre de procédures de substitution et le nombre d’analyses syntaxiques. Toutes ces corrélations se sont révélées positives et significatives, mais les analyses syntaxiques sont plus fortement corrélées à la réussite orthographique. L’utilisation du vocabulaire grammatical ne se révèle pas indispensable puisque certains élèves orthographient correctement sans y avoir recours, mais il est notable qu’aucun élève ayant recours à du vocabulaire pertinent n’aboutisse à un grand nombre d’erreurs. Ces résultats valident donc l’intérêt du recours à un vocabulaire grammatical précis à l’appui d’analyses syntaxiques pour développer la performance orthographique.

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Les connaissances implicites et explicites en grammaire : quelle importance pour l’enseignement? Quelles conséquences?

Cited by 35 publications

References 27 publications

L1 Grammar Instruction and Writing: Metalinguistic Activity as a Teaching and Research Focus

L1 Grammar Instruction and Writing: Metalinguistic Activity as a Teaching and Research Focus

Teachers’ concepts on the teaching of grammar in relation to the teaching of writing in Spain: A case study

Utilisation du vocabulaire grammatical dans des entretiens métagraphiques d’élèves de troisième

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