Enseignement-apprentissage des leçons de langue : acquisition des savoirs dans l’appropriation du lexique au "cycle d’observation"

Abstract

This dissertation aims to address the delicate question of appropriation of the lexicon and its appropriate use in written or oral communication situations among learners in the observation cycle. From the evaluation of the learner's written productions, we made an observation attesting the difficulties linked to the appropriate use, in a communicative situation, of the lexicon learned. From this perspective, our study posed the following problem: How to improve the teaching-learning of language knowledge for an appropriate use of the lexicon in a communicative situation? To answer this thorny question, we started from the hypothesis according to which the appropriate use of the lexicon requires the implementation of an adequate approach to the teaching and learning of language components. In order to verify this hypothesis, we collected quantitative and qualitative data from teachers in the observation cycle using questionnaires, an observation grid and a test administered to learners. Thanks to the results obtained, we were able to develop a system that can support teachers in implementing the process of teaching the lexicon with a view to its appropriation in a communication situation.