Joaquim Dolz

Learning argumentative capacities: A study of the effects of a systematic and intensive teaching of argumentative discourse in 11?12 year old children

In the fields of linguistics and psychology the didactic implementation of new knowledge relative to argumentative discourse and its acquisition has led us to develop a didactic sequence focused on the teaching of argumentation in 11–12 year old pupils. This sequence was experimented in six schools in order to assess the effect of these new educational methods on the capacities of pupils to treat the dialogic dimensions of argumentation in the writing of monologues. An analysis of the productions of the puils who had been submitted to the didactic sequence, compared with those of a control group, showed a significant improvement in the capacities of the first group. These improvements concerned aspects such as backing up arguments, acknowledging the addressee, negotiating with an eventual contradictor and using of a certain number of units and linguistic expressions t specific to argumentative texts (expressions of responsability taking, textual organisers of cause and conclusion, modalisations of probability and of certitude, concessions and polite expressions).

Pour un enseignement de l'oral

Enseigner l’oral ? L’enjeu d’un tel enseignement pour la reussite des eleves est reconnu aujourd’hui a l’unanimite. Et pourtant, enseigner l’oral n’a rien d’evident et semble poser d’insurmontables difficultes. Si l’oral est bien present dans le quotidien des classes, il est rarement concu comme un objet scolaire autonome different de l’ecrit. Il s’avere souvent qu’il n’est enseigne qu’incidemment a l’occasion d’activites diverses et peu controlees. Cet ouvrage, aboutissement d’une recherche impliquant chercheurs et enseignants, propose une demarche systematique d’enseignement a travers un travail sur l’oral dans ses multiples formes. Dans cette perspective, il essaie d’abord de definir clairement les caracteristiques des formes de l’oral qui meritent un enseignement de longue haleine. Il montre ensuite comment analyser les capacites orales des eleves dans differentes situations de communication. Il presente enfin les principes qui guident l’elaboration des sequences structurees d’enseignement. Pour illustrer la demarche, un ensemble de sequences didactiques est presente portant sur des situations de communication en public bien distinctes : le debat, l’interview pour une radio scolaire, l’expose devant la classe et la lecture a d’autres d’un conte. Pour chacune de ces situations, le lecteur rencontrera un modele didactique qui regroupe les dimensions enseignables et des dispositifs d’apprentissage destines a des eleves du primaire et du secondaire. Les formateurs et les enseignants qui s’interrogent sur l’enseignement de l’oral trouveront dans cet ouvrage des reperes indispensables pour mieux organiser leur travail en classe, ainsi que de nombreux exemples d’activites et d’exercices en vue de developper les capacites langagieres des eleves. Date de premiere edition : 1998.

La didáctica de las lenguas: una disciplina en proceso de construcción

En los ultimos treinta anos, asistimos a la reconfiguracion de la didactica de las lenguas como disciplina cientifica. En esta contribucion, definiremos esta nueva disciplina, analizaremos el contexto social e institucional que ha permitido su desarrollo cientifico, discutiremos las finalidades prioritarias de la ensenanza de las lenguas con una atencion particular sobre el plurilinguismo y presentaremos la evolucion de las principales investigaciones realizadas. Simultaneamente, pondremos de manifiesto los principales conceptos que han contribuido a su formalizacion teorica y presentaremos un panorama general de los trabajos realizados en el ambito internacional sobre la ensenanza y el aprendizaje de las lenguas. Las cuestiones relacionadas con el desarrollo del plurilinguismo y la ensenanza integrada de lenguas seran uno de los ejes centrales de la contribucion.

Escribir textos argumentativos desde el inicio de la escolaridad. Un análisis de textos producidos a partir de una secuencia didáctica

This work analyzes written argumentative texts produced by children from 3rd year of primary education from Cordoba (Argentina), in the frame of the application of a didactic sequence, designed to write formal request letters. The study examines, as well, the impact of the sequence in the childrens performance. The elaboration of the instrument and the analyses of the productions were based on the principles of the Socio-discursive Interactionism (Bronckart, 2004). The results showed that the children improved their argumentative skills and progressed in their comprehension of the communicative situation, the planification process and the formal conventions of the letter. The pedagogical implications are discussed.

Tense alternation: a textual competence in construction. An analysis in three languages: German, Catalan, French

AbstractWhen and whay children change tense subsystem in a written text? 89 French and German pupils and 90 Catalan pupils aged 10, 12 and 14 produced each a fairy-tail, a short news item and a letter. The analysis of tense subsystem alternations in these texts reveals: a)that the factors explaining alternations are the same in the observed languagesb)that in some cases, alternations are errors induced by the difficulty to master different enunciative levels in the textc)that most alternations create sense effects in relation to text structure, but since very often no other linguistic unit reinforces the effect created, it may lead to some ambiguity for the receiver. Nonetheless, the results show that alternation of tense subsystem can be seen as an emerging textual competence.