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• W2891877665 abstract "Written French is known for causing much trouble, even to native speakers. As students start university to gain professional and academic knowledge, more and more have to attend Written French classes to improve their spelling skills. Most of the written French inflectional morphology is silent (Dubois, 1965 ; Catach, 1986), making mistakes difficult to get rid of. In order to correct those young adults’ grammatical spelling skills, teachers won’t teach everything again, but rather need to know what went wrong.Various types of knowledge lead to a successful agreement. One can access their declarative knowledge (Anderson, 1983) to apply the rule, implying one understands it and its metalinguistic words. One can also trigger procedural knowledge which is more automatic but which sometimes lead to mistakes. Researchs in psychology show that such mistake can be explained by the attraction of another word to make an agreement (proximity agreement : Largy, 2001; Negro, Chanquoy, 2000) or by the frequency of a word with of without the ending flexion, or even by the existence of a homophonic word belonging to a different grammatical category. Those mistakes are considered as « experts’ mistakes » as they are triggered to avoid a working memory overload, not because they reflect a lack of linguistic knowledge (Fayol, Pacton, 2005; Baddeley 1986).This paper aims at presenting an evaluating tool able to spot the reasons why French students make agreement mistakes. Those reasons range from serious lack of acquisition to punctual mistakes caused by specific linguistic features of the word or specific attentional features of the writing situation. Our study case focuses on two classes of 20 students each. One class is taught Agronomic Engineering while the other French Modern Literature, 1st year of Bachelor degree. Their evaluation shows that it would be more relevant to establish a scale of expertise according to the type of errors they make, rather than according to their level of education and even to the type of curriculum they experience. The results also confirm that it is possible for one to make a correct agreement without being able to verbalise the rule, and vice-versa (Gaux, Gombert, 1999), a fact that should be considered when teaching to this specific public. Anderson, J. R., 1983, The architecture of cognition, Cambridge: Harvard University Press.Baddeley A. D. — (1986) Working memory, Londres, Oxford University Press. Catach N., 1986, L'orthographe francaise, Paris, Nathan. Dubois J., 1965, Grammaire structurale du Francais : Nom et pronom, Paris : Larousse.Fayol M., Pacton S., 2005, « L’accord du participe passe : entre competition de procedures et recuperation en memoire », Langue francaise, vol. 151, pp. 59-73.Gaux C., Gombert J.-E., 1999, « La conscience syntaxique chez les preadolescents : question de methodes », L'annee psychologique, vol. 99, n°1, p. 45-74.Largy P., 2001, « La revision des accords nominal et verbal chez l’enfant », L’annee psychologie, vol. 101, n°2, p.221-245.Negro I., Chanquoy L., 2000, « Etude des erreurs d'accord sujet-verbe au present et a l’imparfait. Analyse comparative entre des collegiens et des adultes », L’annee psychologique, vol. 100, n°2, p. 209-240." @default.
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• W2891877665 date "2015-06-02" @default.
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• W2891877665 title "A TOOL TO EVALUATE FRENCH GRAMMATICAL SPELLING SKILLS FOR NATIVE ADULTS" @default.
• W2891877665 hasPublicationYear "2015" @default.
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