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La multimodalité et le numérique pour la maîtrise du code écrit en anglais à l’école en France : effets de l’écriture en couleurs.

Abstract : This thesis, dedicated to the didactics of English at elementary school, is part of an approach halfway between research-action and research-development, for which a collaborative dynamic with actors in the field was privileged. For this research, the main focus is on the development of the phonological competence of pupils in two 4th grade classes through the numerical tool Kinéphones inspired by Gattegno's Silent Way. The core of this work concerns in particular the effect of colours during the transition to L2 English writing and the potential for facilitating double phoneme-colour encoding in memory, which would then support, like a crutch, the understanding and application of targeted phoneme-graphy rules.Thanks to an exploratory study carried out beforehand as part of our Master's Degree in Language Teaching and Multimedia Pedagogical Engineering (Le Page, 2015), we have used our experience in the field to settle our questions in the reality of the daily lives of school teachers. A questionnaire survey addressed to school teachers allowed us to better define the characteristics of this particular context, while at the same time proposing a selective review of ICT for language learning and more precisely those that offer a more or less in-depth work on phonological competence. This information on the issues related to teacher training, institutional expectations and actual practices, as well as those related to the development of learners' phonological competence and the specific characteristics of English and its phone-graphy system, served as a basis for setting up an experiment. To this end, a prototype of a Kinéphones extension that complements the already existing coloured presentation of phonemes with coloured writing for colours reading work was developed. In this second phase of the work, it was a matter of constructing a pedagogical sequence adapted to the expectations of the teachers and to the curriculum of cycle 2 in English while introducing the work of phonetics/phonology through colours and the use of Kinéphones. In such an approach, it was necessary to go back on our initial protocol to adapt to the constraints emanating from the field.The data collected do not allow us to establish with certainty a link between the use of colours and the eventual success of the passage to writing since the necessary step of memorizing the phoneme-colour-graphic associations was not conclusive. However, a certain number of problems related to the use of colour multimodality itself and to the technological support and its introduction in the classroom could be observed. In order to better analyse all the dimensions of the analysis of these complex and complementary data, we relied on the evaluation criteria of Computer Environments for Human Learning of Tricot et al (2003). The results of this research were also supplemented by unexpected data that provide new research perspectives concerning in particular the gestural modality for the representation of phonemes and the necessary evolutions in the future development of the Kinéphones tool. In order to better analyse all the dimensions of the analysis of these complex and complimentary data, we relied on the evaluation criteria of Computer Environments for Human Learning of Tricot et al (2003). In the same way, a certain number of data provided by the participating teachers open up new perspectives concerning the training of teachers in the use of such tools and the didactic paths in relation to multimodal pedagogies for language teaching.
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Submitted on : Monday, October 19, 2020 - 1:18:09 PM
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Noreen Le Page Pitullo. La multimodalité et le numérique pour la maîtrise du code écrit en anglais à l’école en France : effets de l’écriture en couleurs.. Linguistique. Université Grenoble Alpes [2020-..], 2020. Français. ⟨NNT : 2020GRALL010⟩. ⟨tel-02971289⟩

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