L'auto-langage et l'apprentissage de la langue ecrite
Institution:
Toulouse 2Disciplines:
Directors:
Abstract EN:
This research is concerned with the presence and the role of autolanguage in the learning process of written language, auto-language being defined as an extension of "egocentric language" of piaget and based on "inner speech" or "verbal thinking" of vygotsky. The apperance of auto-language happened with a population of 77 primary school children (on average seven years old) during an experience of immediate an orderly memory of phonetically similar and non phonetically similar words. This experience produced coefficients of the usage of auto-language according to the model of conrad (1979). The results showed that all the subjects praticed auto-language to a greater or lesser degree. A correlation was then established between the coefficients of the usage of auto-language and reading and writing. This correlation appeared significative. The research on auto-language then involved a silent reading task during which the children had to underline the modal and non modal phonetically target letters. The results showed that auto-language helped in understanding. A last experience concerned the training of children with reading difficulties to use auto-language. The results showed that auto-language training helped to improve reading abilities.
Abstract FR:
Cette recherche porte sur la presence et le role de l'auto-langage dans l'apprentissage de la langue ecrite. L'auto-langage etant defini comme un prolongement du "langage egocentrique" de piaget renvoyant au "langage interieur" ou a la "pensee verbale" de vigotsky. La mise en evidence de l'auto-langage s'effectue avec une population de 77 enfants de ce 1. Il s'agit d'une experience de rappel immediat et ordonne de series de mots homophones et non homophones. Cette experience permet de definir des coefficients d'utilisation de l'auto-langage suivant le modele de conrad(1979) les resultats montrent que tous les sujets pratiquent l'auto-langage de facon plus ou moins intensive. Une correlation est ensuite recherchee entre les coefficients d'utilisation de l'auto-langage et la lecture et l'ecriture. Cette correlation s'avere significative. La recherche de l'auto-langage est alors operee au cours d'une tache de lecture silencieuse par le biais d'une tache de soulignage de lettres cibles phonetiquement modales et non modales. Les resultats revelent que l'auto-langage intervient dans la comprehension. Une derniere experience porte sur l'entrainement des sujets mauvais lecteurs a la pratique de l'auto-langage. Les resultats montrent que l'entrainement a l'auto-langage permet d'ameliorer les resultats en lecture.