Depuis quelques années, plusieurs didacticiens du français se penchent sur l’enseignement et l’évaluation de l’oral, mais peu d’informations sont encore disponibles concernant les pratiques effectives des enseignants à cet égard. Notre recherche vise à décrire les croyances de deux enseignants de français au secondaire et leurs pratiques au sujet de l’évaluation de l’oral, plus particulièrement de l’oral dans une situation d’interaction entre pairs. Une entrevue dirigée a permis d’avoir accès à leurs croyances et à leurs pratiques déclarées, alors que le think-aloud a été employé pour observer leur pratique d’évaluation, à l’étape du jugement, d’une situation d’interaction entre pairs. Nos résultats montrent que, du point de vue de leurs croyances, les enseignants ont tous deux des préoccupations concernant les tâches et les instruments d’évaluation, et que leurs pratiques d’évaluation déclarées sont assez semblables en ce qui a trait aux tâches retenues, à leur fréquence et à l’intention poursuivie. Du côté de leurs pratiques d’évaluation observées à l’étape du jugement, nous exposons de façon détaillée les gestes d’enseignants en situation authentique, en identifiant les principaux processus cognitifs et métacognitifs impliqués dans cette tâche complexe. Des divergences entre les deux enseignants ont été observées relativement à leurs croyances, pratiques déclarées et pratiques observées durant le jugement. Tout d’abord, les critères retenus pour l’évaluation (pratique déclarée) ne tiennent pas toujours compte de ce qu’ils croient important d’enseigner en classe (croyance). De plus, malgré une pratique déclarée positive concernant l’autoévaluation, ces enseignants n’y ont peu ou pas eu recours durant leur jugement. Enfin, les gestes de l’un, durant le jugement, tendaient vers la posture d’instructeur-contrôleur, alors que ceux de l’autre s’inscrivaient davantage dans la posture de conseiller-didacticien. De façon générale, nous constatons que les pratiques de ces enseignants sont plus influencées par les situations rencontrées en tant qu’élèves et les traditions d’enseignement de la discipline que par le programme en vigueur. / In recent years, several researchers have studied the teaching and assessment of oral communication, but little information is yet available about the actual practices of teachers in this regard. The purpose of this study is to describe the beliefs and practices of two teachers regarding oral communication and its assessment in L1 French teaching in high school, as well as their actual assessment practices of oral interaction. A structured interview allowed us to collect data on their beliefs and practices, while the think-aloud technique was used to observe their actual assessment practices of oral interaction. Analysis of the interviews showed that, in terms of their beliefs, teachers have concerns about the assessment of oral communication, mainly with respect to both tasks and assessment tools. In terms of their practices, we discovered that their assessment practices of oral communication are quite similar with respect to selected tasks, their frequency and their purpose. In terms of their observed practices, our study presents in detail the actions of teachers in authentic assessment situation, identifying cognitive and metacognitive processes involved in this complex task. Differences between the two teachers were observed with respect to their beliefs, practices and actual assessment practices. First, the criteria for evaluation (practice) does not always reflect what they believe to be important to teach in the classroom (belief). Moreover, despite a positive attitude regarding self-evaluation, these teachers have little or no interest in using it while assessing their students. Lastly, one of the teacher’s actions resembled the instructor-controller assessor’s type, while those of the other teacher resembled more the advisor educationalist. In general, we find that the practices of these teachers are more influenced by the situations they encountered when they were students and by the teaching traditions of their discipline than by the current curriculum.

Made available in DSpace on 2014-12-17T15:06:56Z (GMT). No. of bitstreams: 1 leodecioMV_DISSERT.pdf: 1344757 bytes, checksum: 467e2bc354c5aa9b1ee0a1fae078b6ef (MD5) Previous issue date: 2011-12-06 / Universidade Estadual do Rio Grande do Norte / This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in A?u/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner?s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur?s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher?s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher?s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge / O presente trabalho caracteriza as pr?ticas e os efeitos do feedback de um professor na intera??o oral com os seus alunos em sala de aula de L?ngua Inglesa em uma escola de Ensino Fundamental II, 6? Ano, em A?u/RN, Brasil. Para tanto, tomamos como base as pesquisas de Vygotsky (1975) e Bruner (1976), os quais afirmam que a aprendizagem ? constru?da por meio da intera??o entre um parceiro mais experiente (professor, pais, amigos) e o aluno, o qual exerce papel ativo reconstrutor do conhecimento, bem como os estudos de Ur (2006) e Brookhart (2008), entre outros pesquisadores em Lingu?stica Aplicada que defendem que o feedback precisa ser de tipo avaliativo formativo, uma vez que estabelece interfaces com a autonomia e o avan?o da aprendizagem do aluno. Trata-se de pesquisa de natureza qualitativa e de base interpretativista, cuja relev?ncia reside no fato de que o ambiente natural (sala de aula) ? fonte direta dos dados gerados neste estudo por meio de observa??es/anota??es de campo e de transcri??es de cinco aulas de Ingl?s gravadas em ?udio. Os resultados do estudo apontam para as seguintes constata??es: o professor parece ainda seguir padr?es de intera??o de sala de aula que atendem ao processo IRA (Inicia??o, Resposta e Avalia??o) nos moldes behavioristas: (1) ele fala mais e determina os turnos de fala; (2) o professor faz mais perguntas, bem como dirige as atividades na maior parte do tempo; (3) o feedback do professor apresenta os tipos: feedback pergunta, feedback modelo, feedback resposta repetida, feedback elogio, feedback deprecia??o, feedback avalia??o positiva/negativa e feedback sarcasmo, cujas fun??es parecem ser avaliar o desempenho dos alunos com base em acertos e erros . Isso implica dizer que o feedback, dessa forma, pode n?o ajudar o aluno a avan?ar na aquisi??o do conhecimento pelo seu valor avaliativo normativo. Assim sendo, cabe ao professor fornecer feedback avaliativo formativo ao estudante no sentido de que ele possa avan?ar na aprendizagem da linguagem e na constru??o do conhecimento

Cette étude s'inscrit dans le champ de la didactique du français et porte sur l'analyse d'interactions langagières au cours de séances de révision de textes narratifs au CM2. Cette recherche se propose de réfléchir aux modalités d'une interaction qui favoriserait l'engagement des élèves dans la tâche. Elle se centre principalement sur l'activité du maître lors de séquences de "révisions interactives". La méthodologie s'appuie sur l'analyse de corpus oraux. Une étude empirique impliquant trois enseignantes ayant une ancienneté différente dans le métier nous permet de comparer les modes de communication pédagogique et d'examiner leur pertinence pour le développement de compétences évaluatives chez les élèves. Les résultats nous permettent de dégager quelques paramètres décisifs et d'esquisser un profil interactionnel des enseignantes lors de la révision de textes. L'étayage de l'enseignant est abordé sous différents angles : la posture assumée tout au long des échanges, les thèmes discutés, le degré d'adhésion par rapport aux propositions des élèves, la prise en compte des interventions par les reformulations mais aussi le rythme des échanges imposé. Nous prolongeons notre étude par l'analyse des stratégies inductrices de "bonnes réponses", c'est-à-dire tous les comportements verbaux du maître qui permettent d'influencer la réponse de l'élève et qui s'apparentent à une posture de contre-étayage. Cette étude permet de mettre en évidence la typicalité de l'expérience interactionnelle de l'enseignant dans le domaine de la révision de texte et d'ouvrir la voie à une didactique de l'écrit à l'école primaire fondée sur les interactions à l'oral. / This study belongs to the didactics of French and focuses on oral interactions analysis during revision sessions of narrative texts at the last year of primary school. The purpose of this study is to investigate how the oral interactions can improve pupils' commitment to the task. This research focuses more precisely on the activity of the teacher during interactive revision sessions. The methodological framework is based on oral resources. Our study implies three teachers at different levels of career and allows us to compare different modes of pedagogical communication in order to examine their pertinence for the development of the pupils' evaluative abilities. Results allow to bring out some decisive parameters and to suggest an interactional profile of teachers during texts revision. The teacher's scaffolding is approached from different points of view : the position held by the teacher throughout the exchanges, the discussed topics, the degree of joining to pupils' proposals, the consideration of pupils' interventions by reformulations and the interactional rhythm required by the teacher. The research will be extended by the analysis of the strategies which lead to the "right response" of the "expected response", in other words, all verbal communications which influence the response of the pupil and which correspond to wrong or inappropriate scaffolding. This study allows us to highlight the specificities of the interactional experience of the teacher in the field of the text revision and to pave the way to didactics of writing in primary school based on oral interactions.