Dans le contexte scolaire tunisien, par son impact sur la quasi-totalité des disciplines scolaires, surtout au lycée, la maîtrise du langage français écrit se trouve au centre de l'apprentissage des élèves et constitue un élément-clé de la réussite scolaire. L'orthographe, une composante importante de l'écrit, constitue un redoutable obstacle pour celui qui ne la maîtrise pas. Chercher les causes véritables des difficultés orthographiques des élèves tunisiens et proposer des moyens pour venir en aide aux enseignants et aux apprenants, telle est la démarche, à la fois de critique et d'action, que nous avons adoptée. Le présent travail expose le contexte dans lequel se fait l'enseignement /apprentissage du français en général et de l'orthographe en particulier, analyse les données recueillies, productions écrites des élèves et questionnaires, essaie de dégager les causes du dysfonctionnement et investit les apports des recherches en orthographe pour présenter une modeste suggestion en guise d'une contribution à l'amélioration des compétences orthographiques des élèves tunisiens. Cette étude montre en fin de compte l'importance de prendre en compte la spécificité du contexte tunisien dans l'élaboration des curricula. / In the Tunisian school context, with its impact on almost all academic disciplines, especially in high school, mastering the written French language is central to students learning and is a key component of academic success. The spelling, as an important component of writing, is a fearsome obstacle for those who do not master it. Looking for the true causes of spelling difficulties of Tunisian students and proposing ways to help teachers and learners, this is the approach that we have adapted both for criticism and action. This paper outlines the context in which teaching and learning of French- in general and spelling in particular- are done, analyzes the data, the students' written works and questionnaires, trying to bring out the causes of dysfunction and invests the researches' contributions in spelling to present a modest suggestion by way of a contribution for the improvement of spelling skills of Tunisian students. This study shows ultimately the importance of taking into account the specificity of the Tunisian context in the development of curricula.

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-13T19:29:33Z No. of bitstreams: 1 Dissertacao Fernanda dos Santos.pdf: 1960849 bytes, checksum: 4eaf5aa397646a1c42a01f95b741a01f (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-05-16T17:15:45Z (GMT) No. of bitstreams: 1 Dissertacao Fernanda dos Santos.pdf: 1960849 bytes, checksum: 4eaf5aa397646a1c42a01f95b741a01f (MD5) / Made available in DSpace on 2013-05-16T17:15:45Z (GMT). No. of bitstreams: 1 Dissertacao Fernanda dos Santos.pdf: 1960849 bytes, checksum: 4eaf5aa397646a1c42a01f95b741a01f (MD5) Previous issue date: 2009 / O presente trabalho propõe uma discussão acerca da aprendizagem da escrita pelos surdos através da análise morfossintática de produções escritas por alunos da Escola Wilson Lins (localizada em Salvador-BA), o que se constitui o corpus da pesquisa. Sabendo que as línguas de sinais utilizam o espaço a frente do corpo, o movimento e a direcionalidade para o estabelecimento das relações gramaticais, que quanto à concordância verbal, há verbos que apresentam afixos de concordância em oposição a verbos que não apresentam esse elemento, observa-se as principais alterações morfossintáticas presentes nas produções desses alunos e argumenta-se que elas não são decorrentes de aspectos patológicos; mas de um processo através do qual o indivíduo reflete sobre a língua, transferindo para a escrita a estrutura da Língua Brasileira de Sinais. Observa-se, desse modo, que a aquisição de uma língua de sinais é indispensável para a aprendizagem da escrita de uma segunda língua pelo surdo. E o grau de domínio em ambas as línguas pode estar relacionado à maneira como a família se comporta diante da surdez, motivando ou não o surdo através de (e para) o uso da língua de sinais utilizada na comunidade surda de seu país. / Salvador

Este trabalho tem por objetivo principal identificar e discutir as diferentes produções escritas solicitadas no meio universitário francês para estudantes do Curso de Letras Francês/Português da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo inseridos em programas de intercâmbio na França. Além disso, a pesquisa tem como objetivo apontar eixos que venham a constituir um referencial de formação linguística para o desenvolvimento de competências visando a produção escrita de dois gêneros em particular, o commentaire composé e a dissertation, identificados como os gêneros mais recorrentes solicitados aos estudantes de Letras em intercâmbio. A fundamentação teórica desta pesquisa apoia-se, primeiramente, na metodologia do ensino do Francês para Objetivo Específico, mais particularmente, para Objetivo Universitário (Mangiante e Parpette, 2004, 2011 e Mangiante, 2009) e os estudos de Bakhtin sobre os gêneros do discurso (1997 [1929]). Para a coleta e análise dos dados, baseamo-nos na metodologia descrita por Mangiante e Parpette (2011) e na pesquisa qualitativa como princípios metodológicos que nos levaram à identificação de necessidades e dificuldades para a realização das produções acadêmicas solicitadas. Os resultados mostraram que é fundamental preparar os alunos, candidatos a programas de intercâmbio, do ponto de vista linguístico, discursivo e metodológico visando o desenvolvimento de competências para a realização de produções escritas à la française . / This work has as main objective to identify and discuss the different written productions asked, in the french campus environment, for undergraduate students of French and Portuguese Studies from the Faculty of Philosophy, Languages and Literature, and Human Sciences of the University of São Paulo, who enrolled in exchange programs in France. Furthermore, the research aims to point out axes that may constitute a language training reference for skills development aiming at written productions of two genres in particular, the commentaire composé and the dissertation, identified as the most current genres requested for the Languages and Literature students in exchange programs. The theoretical basis of this research relies primarily on the French for Specific Purposes teaching methodology, mainly for Academic Purpose (Mangiante and Parpette, 2004, 2011 and Mangiante, 2009), and the notion of speech genre defined by Bakhtin (1997 [1929]). To collect and analyze the data, we rely on the methodology described by Mangiante and Parpette (2011) and the qualitative research as methodological principles that led us to the identification of needs and difficulties to write the required academic productions. The results showed that it is essential to prepare students, candidates for exchange programs, in terms of linguistic, discursive and methodological aiming at developing skills for creating written productions \"à la française\".

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-26T19:30:20Z No. of bitstreams: 2 Rafaela_Eckstein2017.pdf: 3089869 bytes, checksum: f7dfbb9d87e4dda128f808b230ed1195 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-26T19:30:20Z (GMT). No. of bitstreams: 2 Rafaela_Eckstein2017.pdf: 3089869 bytes, checksum: f7dfbb9d87e4dda128f808b230ed1195 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-21 / The objective of this research is to analyze the meanings inherent to the use of connective and Scientific Articles/Adapted produced by Basic Education student. For purposes of analysis, Two text versions were selected, prepared in 2011 and 2013, resulting respectively from Project ART (Application and theoretical reflection in the classroom: linguistic analysis as support for the text production of students from a public school in the State of Paraná) and DAT (Diagnostics and Theoretical Application in the Classroom: income verification and evaluation of the teaching of linguistic analysis and textual production of middle school students from a public school in the State of Paraná). From these productions, we organized cuts due to the occurrence of and in which the sense deriving from the connector was different from that conveyed by Traditional Grammar. The proposal of this work resides in the analysis of the connective in the cuts, based on theoreticians such as Quirk and Greenbaum (1987), Neves (2000; 2006) and Corbari (2005), with the purpose of evaluating whether the cutouts accommodate uses of and where it is possible to measure different semantic manifestations of the additive, considering that it is a linguistic element that triggers semantic-argumentative relations not foreseen by traditional grammar, such as cause, explication, conclusion, among others. We verified that, in fact, the e translates semantic possibilities different from those predicted by the Traditional Grammar and that these possibilities can be modified by reason of the textual genre in which the connective manifests and the degree of engagement that the producer of the statement chooses to demonstrate or not. / Objetiva-se, com esta pesquisa, analisar os sentidos inerentes ao emprego do conectivo e em Artigos Científicos/Adaptados produzidos por aluno da Educação Básica. Para fins de análise, foram selecionadas duas versões de texto, elaboradas nos anos de 2011 e 2013, resultantes, respectivamente, dos projetos ART (Aplicação e reflexão teórica na sala de aula: análise linguística como suporte para a produção de textos dos alunos de uma escola pública do Estado do Paraná) e DAT (Diagnósticos e aplicação teórica em sala de aula: verificação de rendimento e avaliação do ensino de análise linguística e produção textual de alunos do ensino médio de uma escola pública do Estado do Paraná). A partir dessas produções, organizamos recortes em razão da ocorrência de e em que o sentido decorrente do conector fosse diferente do veiculado pela Gramática Tradicional. A proposta deste trabalho reside na análise do conectivo nos recortes, com base em teóricos como Quirk e Greenbaum (1987), Neves (2000; 2006) e Corbari (2005), com a finalidade de avaliar se os recortes acomodam usos do e em que se torna possível medir manifestações semânticas diversas da aditiva, considerando-se tratar de elemento linguístico que aciona relações semântico-argumentativas não previstas pela gramática tradicional, tais como causa, explicitação, conclusão, entre outras. Verificamos que, de fato, o e traduz possibilidades semânticas diversas da prevista pela Gramática Tradicional e que essas possibilidades podem se modificar em razão do gênero textual em que o conectivo se manifesta e do grau de engajamento que o produtor do enunciado escolhe demonstrar ou não.

Este trabalho tem por objetivo principal identificar e discutir as diferentes produções escritas solicitadas no meio universitário francês para estudantes do Curso de Letras Francês/Português da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo inseridos em programas de intercâmbio na França. Além disso, a pesquisa tem como objetivo apontar eixos que venham a constituir um referencial de formação linguística para o desenvolvimento de competências visando a produção escrita de dois gêneros em particular, o commentaire composé e a dissertation, identificados como os gêneros mais recorrentes solicitados aos estudantes de Letras em intercâmbio. A fundamentação teórica desta pesquisa apoia-se, primeiramente, na metodologia do ensino do Francês para Objetivo Específico, mais particularmente, para Objetivo Universitário (Mangiante e Parpette, 2004, 2011 e Mangiante, 2009) e os estudos de Bakhtin sobre os gêneros do discurso (1997 [1929]). Para a coleta e análise dos dados, baseamo-nos na metodologia descrita por Mangiante e Parpette (2011) e na pesquisa qualitativa como princípios metodológicos que nos levaram à identificação de necessidades e dificuldades para a realização das produções acadêmicas solicitadas. Os resultados mostraram que é fundamental preparar os alunos, candidatos a programas de intercâmbio, do ponto de vista linguístico, discursivo e metodológico visando o desenvolvimento de competências para a realização de produções escritas à la française . / This work has as main objective to identify and discuss the different written productions asked, in the french campus environment, for undergraduate students of French and Portuguese Studies from the Faculty of Philosophy, Languages and Literature, and Human Sciences of the University of São Paulo, who enrolled in exchange programs in France. Furthermore, the research aims to point out axes that may constitute a language training reference for skills development aiming at written productions of two genres in particular, the commentaire composé and the dissertation, identified as the most current genres requested for the Languages and Literature students in exchange programs. The theoretical basis of this research relies primarily on the French for Specific Purposes teaching methodology, mainly for Academic Purpose (Mangiante and Parpette, 2004, 2011 and Mangiante, 2009), and the notion of speech genre defined by Bakhtin (1997 [1929]). To collect and analyze the data, we rely on the methodology described by Mangiante and Parpette (2011) and the qualitative research as methodological principles that led us to the identification of needs and difficulties to write the required academic productions. The results showed that it is essential to prepare students, candidates for exchange programs, in terms of linguistic, discursive and methodological aiming at developing skills for creating written productions \"à la française\".

Bien que typiques et incontournables de la langue anglaise, les phrasal verbs représentent cependant un véritable fléau pour les apprenants non-anglophones. Une étude quantitative s’appuyant sur la comparaison d’un corpus d’interlangue de l’anglais langue étrangère (International Corpus of Learner English, Version 2) et d’un corpus contrôle (Louvain Corpus of Native English Essays) met ainsi en lumière la sous-représentation des phrasal verbs dans les productions écrites d’étudiants non-anglophones. En second lieu, à partir d’une étude qualitative examinant l’usage des phrasal verbs dans les extraits de dissertations d’étudiants non-natifs, nous établissons une typologie des erreurs commises par les apprenants non-anglophones à l’égard des phrasal verbs. Une réflexion sur de nouvelles approches visant un meilleur apprentissage/enseignement des phrasal verbs est également proposée.Pour apporter des éléments de réponse à cette question, notre démarche consiste à observer la genèse de cette construction dans le langage de l’enfant anglophone. En effet, le rôle des constructions formées de plusieurs mots a notamment été mis en évidence dans les théories de l’acquisition de la langue maternelle (Goldberg, 1995 ; Tomasello, 2003). En outre, elles représentent une source de prédication riche et productive que les enfants de la plupart des communautés linguistiques acquièrent à un âge très précoce. Aucune étude dédiée à l’acquisition et l’usage des phrasal verbs chez le jeune enfant anglophone n’a cependant été réalisée à ce jour. Cette thèse se propose d’étudier l’émergence et le développement des constructions verbe-particule dans le langage de l’enfant en analysant les données longitudinales du discours oral spontané de deux enfants uniligues anglophones, Naima et Ella, suivies respectivement entre 0;11 et 3;10 et entre 1;00 et 4;00. Les transcriptions des corpus sont issues de la base de données CHILDES (MacWhinney, 2000a).Enfin, cette thèse s’intéresse également à l’acquisition et à l’usage du placement de la particule adverbiale au sein des verbes à particule transitifs directs dans le discours de l’enfant anglophone. En particulier, une analyse multifactorielle de plusieurs variables linguistiques sera conduite afin de voir si l’enfant reproduit le même schéma linguistique que l’adulte dans ses emplois des constructions verbe-particule transitives directes de type continu V-Prt-O et discontinu V-O-Prt. / Although typical and inevitable in the English language, phrasal verbs, however, represent a real scourge to non-English-speaking students. A quantitative study based on a comparison between an interlanguage corpus of English as a foreign language (International Corpus of Learner English, Version 2) and a control corpus (Louvain Corpus of Native English Essays) thus highlights the underrepresentation of phrasal verbs in non-English-speaking students’ written productions. Secondly, from a qualitative study examining the use of phrasal verbs in excerpts from non-native students’ essays, we draw up a typology of errors made by non-English-speaking learners with regard to phrasal verbs. A discussion on new approaches to a better learning/teaching of phrasal verbs is also proposed.To provide some answers to this question, our approach consists in observing the genesis of this construction in the English-speaking child’s language. Indeed, the role of multiword constructions has particularly been emphasized in theories of first language acquisition (Goldberg, 1995; Tomasello, 2003). Besides, they are a rich and productive source of predication that children from most of the language communities acquire at a very early age. Yet, no studies dedicated to the acquisition and usage of verb-particle constructions in young English-speaking children have been carried out so far. This thesis aims to study the emergence and development of verb-particle constructions in child language by analyzing longitudinal data from the spontaneous oral speech of two monolingual English-speaking children, Naima and Ella, respectively followed between ages 0;11 and 3;10 and between ages 1;00 and 4;00. The corpora transcripts come from the CHILDES database (MacWhinney, 2000a).Finally, this thesis also focuses on the acquisition and use of particle placement within direct transitive phrasal verbs in English-speaking children’s speech. In particular, a multifactorial analysis of several linguistic variables will be conducted to see if children reproduce the same linguistic pattern as adults in their productions of both types of direct transitive verb-particle constructions (i.e. continuous configuration V-Prt-O and split configuration V-O-Prt).

La maitrise du français écrit chez les élèves québécois s’améliore au fur et à mesure qu’ils progressent à l’école. Cependant, un nombre important d’élèves n’atteint pas les cibles d’apprentissage en ce qui a trait à l’écriture. Plus spécifiquement, la compétence des élèves à orthographier les mots demeure un défi important. Parmi toutes les erreurs d’orthographe, celles qui concernent les accords verbaux seraient parmi les plus difficiles à corriger, malgré des années d’apprentissage formel. Écrire un verbe correctement est particulièrement complexe. Le scripteur doit identifier le sujet dans la phrase et ajouter les marques de temps, de mode, de personne, de genre et de nombre à la terminaison du verbe en fonction du sujet. Le scripteur doit donc être en mesure de répondre adéquatement à ces questions en considérant des variables tant syntaxiques que morphologiques pour accorder correctement le verbe dans la phrase. Malheureusement, il existe peu de données descriptives précises sur les phénomènes liés à l’accord verbal qui occasionnent le plus de difficulté aux élèves. L’objectif de cette étude est de pallier ce manque en recherche afin de documenter les phénomènes les plus fréquemment associés aux erreurs observées dans les productions des élèves du primaire. Pour répondre à cet objectif, une étude descriptive a été réalisée auprès de 102 élèves de la 2e année du primaire. Les productions écrites réalisées par les élèves ont été collectées et tous les verbes ont été analysés à l’aide d’une grille permettant de documenter la réussite des élèves en fonction des phénomènes à prendre en compte pour bien orthographier les verbes. Les résultats principaux montrent que : 1) la présence d’un écran distracteur entre le sujet et le verbe pose des difficultés aux élèves ; 2) les verbes réguliers sont plus complexes à orthographier puisqu’ils sont moins fréquents ; 3) les verbes au présent et à l’imparfait sont mieux réussis que ceux au passé composé ; 4) l’infinitif est plus difficile que l’indicatif et 5) les verbes au pluriel sont plus complexes à orthographier pour les élèves que ceux au singulier. La plausibilité phonologique des marques d’accord sur la terminaison joue également un rôle important dans les performances des élèves. Ces résultats sont discutés de manière à exposer l’importance de considérer les variables syntaxiques et morphologiques dans l’analyse des performances des élèves en lien avec le verbe. / The development of writing competence improves as French Quebec students’ progress through school. However, a significant number of students do not meet the learning targets in writing. More specifically, students' ability to spell words correctly remains a challenge. Of all the spelling errors, those related to verb agreements are among the most difficult to correct, despite years of formal learning. Writing a verb correctly is particularly complex. The writer must identify the subject in the sentence and add the appropriate verb tense and mood, person, gender and number markers to the verb ending based on the subject. Therefore, the writer must be able to answer adequately these questions by considering both syntactic and morphological information to correctly inflect the verb in the sentence. Unfortunately, there is a lack of precise descriptive data on the phenomena related to verb agreement that are the most difficult for students. The aim of this study is to address this research gap by documenting the phenomena most frequently associated with errors observed in the written productions of primary school students. To meet this objective, a descriptive study was conducted with 102 second-grade primary school students. The written productions produced by the students were collected and all the verbs were analyzed using a grid that documents the students' success based on the information that need to be considered to spell verbs correctly. The main results of this study show that: 1) the presence of a distractor between the subject and the verb seems difficult for students; 2) regular verbs are more difficult to spell because they are less frequent; 3) verbs in the present and imperfect tenses are better spelled than those in the past perfect tense; 4) the infinitive is more difficult than the indicative and 5) plural verbs are more complex for students to spell than singular verbs. The phonological plausibility of agreement markers on verb endings plays an important role in students' performance. These results are discussed to highlight the importance of considering syntactic and morphological information in the analysis of students' spelling performance related to verbs.