Effets possibles de la mémorisation partielle d’un texte écrit sur les productions orales d’élèves de maternelle

Abstract : How can pupils still not able to read be made to insert in their speech some expressions present in a narrative text that was first read to them aloud? Here is being studied the very special way in which the pupils in twelve classes in the last year of kindergarden reproduce in turn the elements of a chase story whose text was previously to them aloud. The analysis of the corpus thus obtained reveals that not all the pupils return to the source text in the same way. Some characteristics of the situation in which the pupils are placed (they may be asked to “remember”, required to be exhaustive and not asked to “tell the story”), along with the syntax of some sentences from the source text being close to that of spoken language, account for some of these differences. This provides avenues to create situations where all the pupils may try to produce oral statements slightly diverging from those they usually resort to, after being made to partially memorize the source text so as to make it more available.
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https://hal.univ-lorraine.fr/hal-01871148
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Marceline Laparra. Effets possibles de la mémorisation partielle d’un texte écrit sur les productions orales d’élèves de maternelle. Pratiques : linguistique, littérature, didactique, Centre de recherche sur les médiations (Crem) - Université de Lorraine 2018, 177-178, ⟨10.4000/pratiques.4392⟩. ⟨hal-01871148⟩

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