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- W768797857 abstract "In order to comply with mixed ability classes, the renewal of exercises and approaches has been mainly supported by experience, rarely backed up by theoretical references and not often extended by assessments. With the help of thecontext created by the setting-up of new curriculum developments which enhance the access to literature at the very beginning of the learning stage, we have measured the observable skills in reading activities. The theoretical and methodological contributions of science education structure the process which also appeals to psycholinguistics, cognitive psychology and research on translating. Texts that were handed out to many collegiens and lyceens have led to a corpus of written productions on which we base the analyses : reminders, questionnaires, translations. From this, is emerges that the tasks of comprehension and translation cannot overlap, and that the procedures appealing to the strategies based on grammatical knowledge are not the most efficient. Translating does not generally appear as the most profitable means to elaborate a perception of meaning. On the other hand, the procedures open to the reminders, or guided by the questionnaires seem to work. However, the situation varies with the type of text and the learner's degree of expertise. The beginners tend to focus their discovery more on the language facts, whereas the more advanced students refer to the effects of meaning. The texts complying with canonical patterns are better apprehended than those whose understanding is concealed by rhetorical devices. Moreover, understanding mainly depends on the student's skills in his mother tongue, and his metadiscursive abilities. Pedagogical suggestions are put forward : to emphasize the practice of a functional approach" @default.
- W768797857 created "2016-06-24" @default.
- W768797857 creator A5008857397 @default.
- W768797857 date "1993-01-01" @default.
- W768797857 modified "2023-09-27" @default.
- W768797857 title "Lire, comprendre, traduire un texte latin. Les processus psycholinguistiques d'apprentissage d'une langue ancienne" @default.
- W768797857 hasPublicationYear "1993" @default.
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