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Master thesis

Image et enseignement des stratégies de la compréhension écrite en cours de FLE : cas des apprenants chinois adultes, association ALAFA

Abstract : Reading comprehension is a necessary skill in teaching and learning a foreign language. Living in a world where writing is everywhere, reading becomes an indispensable skill in social life. Previous studies have clarified the complexity of the reading process and have proposed strategies to improve the learning of reading. I draw inspiration from interactive and global approaches to establish pedagogical procedures that aim to develop reading skills through the introduction of strategies. To teach reading comprehension in a relaxed environment that transforms passive learners into active readers, I use the image as an intermediary for instruction, linking it to reading strategies. This iconic object has long been known as a didactic support. Authentic texts are also often accompanied by images. The related theories and the interactions between image and text allow me to know the potential that image can offer in language classes to build my practices on the spot. Six adult Chinese learners voluntarily participated in the experiments. Mainly used during the pre-reading, image vary the entries in a text and prepare the learners to face the task. During this phase, I associate the image with existing strategies such as the formulation of hypotheses and the proposition of lexicon which potentially emerge in the text. This work in itself forms a mechanism for the construction of meaning. Learners freely come out and imagine the potential information in front of the image. These extension activities establish readers' expectations about what is going to be read. During the post-reading, the learners are asked to reflect on the strategies worked through the language of iconicity. The performance of the public in progress and their feedback in the end of the research highlight the advantages and deficiencies of the methods. The image is reliable for entering into the text and for teaching the strategies. Learners gradually master these skills as they use the image. Image activities are found original and amusing in learning environment and bring the learners closer to the text. The opportunities are in parallel provided to learn the lexicon and to practice written work. Image is effective to the extent that it arouses the desire to read and raises metacognitive awareness. However, this visual material cannot be linked to help decipher the formal codes of the text. The image is only an auxiliary tool for learning and teaching. It’s difficult to integrate it when one runs through the text because reading comprehension is largely based on linguistic knowledge. And the strategies during this moment are more concerned with the internal factors of the text. Limited become the compensatory techniques which can be developed and taught by image. There is still room for improvement, especially on the teaching of the strategies dealing with the treatment of the factors at the bottom and the text itself.
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https://hal.univ-lorraine.fr/hal-02948864
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Submitted on : Friday, September 25, 2020 - 10:17:06 AM
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Xin Zhang. Image et enseignement des stratégies de la compréhension écrite en cours de FLE : cas des apprenants chinois adultes, association ALAFA. Linguistique. 2020. ⟨hal-02948864⟩

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