The use of data-driven learning for investigating homophony and mastery of French spelling Homophonie et maîtrise du français écrit : apport de l’apprentissage sur corpus
Fiche du document
2016
- handle: 10670/1.jerbw0
- hal: hal-01401956
- doi: 10.13092/lo.78.2954
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.13092/lo.78.2954
info:eu-repo/semantics/OpenAccess
Mots-clés
Data-driven learning spelling French homophonySujets proches
Learning process Scholarship LearningCiter ce document
Maï Leray et al., « Homophonie et maîtrise du français écrit : apport de l’apprentissage sur corpus », HAL-SHS : linguistique, ID : 10.13092/lo.78.2954
Métriques
Partage / Export
Résumé
Mastery of spelling in L1 French is notoriously complex, in particular due to morphographic difficulties and grammatical homophony. This study investigates the use of data-driven learning in French primary schools for the homophonous set /sE/ (cest, sest, ces, ses, sais/t). The results show that whereas initially there is no difference in comparison to traditional teaching (i.e. following pre-test, fewer errors are made in general at the time of learning by both experimental and control groups), there is less attrition for the data-driven learning group, with some spellings progressing even at the post-test stage. We suggest that data-driven learning may be used for developing spelling in L1 French as learners are exposed to enriched input. The question of how a predominantly L2-based method can be applied to L1 pedagogy is raised.