Interactions langagières d’élèves de 11-12 ans lors de la rédaction d’un récit en dyade et leur influence sur le texte
Offering motivating and meaningful writing activities is a challenge for teachers. Since children generally enjoy interacting with their peers, why not take advantage of this interest and allow them to write in pairs. Different studies have focused on language interactions in collaborative writing s...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
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Nantes Université
2020-03-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/436 |
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| _version_ | 1841548293591531520 |
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| author | Jessy Marin Natalie Lavoie |
| author_facet | Jessy Marin Natalie Lavoie |
| author_sort | Jessy Marin |
| collection | DOAJ |
| description | Offering motivating and meaningful writing activities is a challenge for teachers. Since children generally enjoy interacting with their peers, why not take advantage of this interest and allow them to write in pairs. Different studies have focused on language interactions in collaborative writing situations. Nevertheless, the state of knowledge indicates that further research is needed to better understand the content of interactions from the beginning to the end of the writing process (planning, translating and reviewing) as well as their impact on written productions. The objectives of this research are: 1- to examine the quality of narratives produced in dyad by 11-12 year old pupils and to compare it with other stories produced individually by these students and 2- to describe the content of interactions students in the planning, translating and reviewing of the narrative in dyad. Thirty-three pupil dyads participated in this study (n= 66). A text written individually was compared to a text written in pairs using various criteria (storyline, vocabulary, ponctuation, syntax, spelling and grammar). During the writing in pairs, students were filmed and interventions were organized into two categories (interventions concerning the text and other interventions). This project provides new insights into the benefits of using dyad writing to develop and improve pupils' writing skills and equips teachers with guidance on how to guide and support collaborative writing |
| format | Article |
| id | doaj-art-2d5e129ac16b457490f9a3b83bbb38c4 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2020-03-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-2d5e129ac16b457490f9a3b83bbb38c42025-01-10T14:06:31ZfraNantes UniversitéRecherches en Éducation1954-30772020-03-014010.4000/ree.436Interactions langagières d’élèves de 11-12 ans lors de la rédaction d’un récit en dyade et leur influence sur le texteJessy MarinNatalie LavoieOffering motivating and meaningful writing activities is a challenge for teachers. Since children generally enjoy interacting with their peers, why not take advantage of this interest and allow them to write in pairs. Different studies have focused on language interactions in collaborative writing situations. Nevertheless, the state of knowledge indicates that further research is needed to better understand the content of interactions from the beginning to the end of the writing process (planning, translating and reviewing) as well as their impact on written productions. The objectives of this research are: 1- to examine the quality of narratives produced in dyad by 11-12 year old pupils and to compare it with other stories produced individually by these students and 2- to describe the content of interactions students in the planning, translating and reviewing of the narrative in dyad. Thirty-three pupil dyads participated in this study (n= 66). A text written individually was compared to a text written in pairs using various criteria (storyline, vocabulary, ponctuation, syntax, spelling and grammar). During the writing in pairs, students were filmed and interventions were organized into two categories (interventions concerning the text and other interventions). This project provides new insights into the benefits of using dyad writing to develop and improve pupils' writing skills and equips teachers with guidance on how to guide and support collaborative writinghttps://journals.openedition.org/ree/436language and interactionsocial relations and social bondingCanadawriting and readingfrench (teaching/education/relationship) |
| spellingShingle | Jessy Marin Natalie Lavoie Interactions langagières d’élèves de 11-12 ans lors de la rédaction d’un récit en dyade et leur influence sur le texte Recherches en Éducation language and interaction social relations and social bonding Canada writing and reading french (teaching/education/relationship) |
| title | Interactions langagières d’élèves de 11-12 ans lors de la rédaction d’un récit en dyade et leur influence sur le texte |
| title_full | Interactions langagières d’élèves de 11-12 ans lors de la rédaction d’un récit en dyade et leur influence sur le texte |
| title_fullStr | Interactions langagières d’élèves de 11-12 ans lors de la rédaction d’un récit en dyade et leur influence sur le texte |
| title_full_unstemmed | Interactions langagières d’élèves de 11-12 ans lors de la rédaction d’un récit en dyade et leur influence sur le texte |
| title_short | Interactions langagières d’élèves de 11-12 ans lors de la rédaction d’un récit en dyade et leur influence sur le texte |
| title_sort | interactions langagieres d eleves de 11 12 ans lors de la redaction d un recit en dyade et leur influence sur le texte |
| topic | language and interaction social relations and social bonding Canada writing and reading french (teaching/education/relationship) |
| url | https://journals.openedition.org/ree/436 |
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