Enseignement/apprentissage imagé de l’expression orale au préscolaire et développement des savoirs en initiation à la lecture.

Abstract

The general objective of our research is to create a teaching/learning system with images in oral expression at preschool level in order to improve knowledge in introductory reading. For this study, we formulated two types of hypotheses: the main hypothesis which is the following: The teaching/learning of oral expression in preschool develops knowledge in initiating reading in that photo-language youth illustration and animated video help improve the pronunciation and spelling of words in preschool learners. We also formulated the following secondary hypotheses: Secondary hypothesis 1 (HS1): The photo-language of illustration for young people in oral expression improves the pronunciation of words in preschool because it provides the learner with a series of images variety of words to pronounce; it also allows the learner to keep in memory the pictorial words to pronounce. Secondary hypothesis 2 (HS2): The animated oral expression video facilitates the spelling of words among preschool learners in that it motivates the learner to listen to the sounds of vowels and consonants; while making it easier for him to visualize and listen to the sounds of the vowels and consonants of the word that he will repeat later. The problem of the impact of images in the teaching/learning of oral expression at preschool on the development of knowledge in introductory reading arises from the context and findings of our study. For this study, we opted for the experimental approach. So, to answer our problem, we submitted a questionnaire to the preschool teachers and gave the learners an assessment. The results of these pre-test and post-test evaluations in the control group and in the experimental group as well as their analyzes by the Student test show, on the one hand, that in experiment 1 in the experimental group, we note a significant difference between the scores obtained in the pre-test and those obtained in the post-test. As a frequency of results we have an F = 80.928047 with a probability of 2.8247E-10 much lower than the significance threshold of 0.005. This result confirms the previously interpreted statistical data which showed the impact of the experimental system on the development of skills among learners. In other words, the tested system had a major influence on the number of learners since it reduced a failure rate of 100%, confirmed by the probability below the significance threshold of 0.005