Repères publie des recherches en cours en didactique du français langue maternelle ou dans des champs voisins : didactique des autres disciplines, des autres langues premières ou étrangères, linguistique, psycho et sociolinguistique, sciences de l’éducation, etc. Revue internationale, Repères publie en français (avec résumés en anglais, allemand, espagnol), mais est aussi ouverte aux contributions étrangères à la francophonie.
How do foreign/second language learners retain new lexical items? In this study, we examined the effect of vocabulary exercises on advanced French students’ learning of new second language collocations. A group of students received explicit instruction in the concepts of paraphrase and restricted le...
Following on from the work done by researchers in French language teaching, we note the educational impasse which exists with regard to the teaching of literature, and look at the issue of learning from the perspective of the student(s). If the student turns to the Internet for methodological help w...
The article is based on research into the development of oral language skills in CM2 (final year of primary education) students and, in this context, focuses on lexical reuse. After listening carefully to a classic fairy tale, “The Fairies”, read to them twice, the students produce their “own tellin...
This article presents the results of two studies conducted among children in their final year of nursery education in schools classified as priority education networks. The first of these studies deals with vocabulary expansion, and the other with lexical reuse. The study compares the results of two...
Our vocabulary teaching projects have prompted us to reflect on the problems involved in measuring the lexical learning of pre-readers (5-6 year-olds). Indeed, although the results of our pre/post-tests validate the effectiveness of the direct teaching of target words, we have to address challenges...
We report on an educational experiment conducted in six classes, at three levels, between February and May 2018. Our research aims to measure the impact of several oral-based teaching sessions on the reuse of vocabulary in written work. The experiment encourages the reuse of lexical items from the s...
La question de l’enseignement-apprentissage du lexique est au centre des préoccupations des chercheurs et des enseignants, du fait de son influence en compréhension ou des corrélations entre réussite scolaire et connaissances lexicales. Pour autant, la question du réemploi lexical, qui préoccupe lar...
The skill of reading informational texts is only rarely taught and teaching resources are scarce due to the difficulty in deciding what strategies should be taught. To address these deficiencies, we set out to design a teaching tool, #LectureDoc, for Cycle 3 (last two years of primary education and...
The aim of this study was to examine the relationship over time between morphological knowledge and the acquisition of polymorphemic words among 76 nine-year-old French-speaking students in Quebec. To achieve this aim, knowledge of polymorphemic words and morphological knowledge were measured at the...
In this article, we report on the implementation of two educational devices - the star-word and friend-words - in classes of students aged between 9 and 11. They serve as a starting point for rich and varied lexical activities. These devices have been designed over a number of years by the authors o...
1. Contexte À la lumière des recherches sur la lecture et l’écriture, l’enseignement-apprentissage du lexique est l’objet d’attention dans les années 1970 (Picoche, 1993 ; Romian, 1993). Par la suite, le lexique est quelque peu délaissé. Au début du XXIe siècle, Dreyfus (2004) constate encore : « Il...
This paper is based on two collaborative research projects on the relationship between language study and writing, and on the teaching of motion verb vocabulary during the last three years of primary school. After explaining the principles to be taken into account when drawing up a vocabulary teachi...
This contribution focuses on lexical reuse in written production in a university FFL context through the study of texts produced by students at the University of Utrecht. We use these texts to analyse the impact of different lexical inputs on learners’ production. This analysis shows the value of se...
The study examines a vocabulary teaching strategy for multilingual individuals in language contact situations. It focuses on the required reuse of vocabulary understood during reading comprehension, involving polysemy, among students in their last year of primary education. Results indicate that lex...
S’il est une notion qui monte en puissance depuis vingt ans dans le champ des recherches et de la formation en didactique du français, c’est bien celle de geste. Devenu un analyseur clé des pratiques enseignantes, le geste a été emprunté aux ergonomes (Clot) pour se décliner tantôt en composantes du...
L’ouvrage accueille l’état des réflexions, entre 1983 et 2018, de Jean-Louis Lebrave sur l’exploitation des manuscrits des œuvres littéraires et sur l’émergence d’une attention aux processus scripturaux. Le recueil offre un compendium d’une discipline en émergence, la critique génétique, sans cesse...
L’écrit est aujourd’hui davantage présent qu’il ne l’a jamais été, dans l’école et dans la société. Cette place relève notamment des évolutions survenues ces dernières décennies dans le champ de l’information et de la communication : les technologies numériques ont créé de nouveaux usages et de nouv...
Dictation is still widely used as a tool for teaching writing in early primary education in Italy, although there is little research to show how teachers dictate and how effective this tool is. Using the qualitative research which has been carried out, this work will analyse the texts dictated by te...
Twictée is an activity in which classes exchange dictations, and then correction tools, called “twoutils”. In the latter, hashtags are used with the aim of facilitating the categorisation of spelling mistakes. This study examines this aim, showing the difficulty which pupils, particularly those who...
In this contribution, we set out to test “dictation without error”, as suggested by Ouzoulias in the Modules for Enhancing Reading-Writing Skills (Maclé), an educational practice for teaching spelling, and more specifically lexical spelling. Our research questions are as follows: what are the effect...
This article presents the first results from an ongoing study of the effects of reflexive dictation, “revised” dictation, on the morphographic skills of pupils in their second year of primary education. Its influence on pupil performance was examined by analysing the results from three dictation ses...
The article examines the views on the teaching of spelling of 39 primary school teachers, some of whom are involved in the Twictée project. Of the conceptions which underpin ways of doing things, several are widely shared; there are no major differences between the two populations. The Twictée syste...
In this contribution, we focus on some aspects of practices in the teaching of spelling and on how teachers approach spelling, teaching and learning. Using data collected from four classes in French-speaking Switzerland (pupils in their 8th and 10th years of compulsory schooling), we try to ascertai...
“L’Orthodyssée des Gram” is an online application which uses an algorithm to “compute” grammatically correct sentences. It currently offers four games, with different levels of difficulty ranging from raising awareness of (2nd year of primary education) to exploring more deeply (3rd to 6th years of...
Depuis le début de l’année 2020, plus d’une centaine de revues académiques se déclarent les unes « en lutte », les autres « en grève ». Prenant part au mouvement social en cours, leurs comités de rédaction protestent à la fois contre le projet visant les retraites, contre la réforme de l’assurance c...