Pour un contenu linguistique en oral au 2e cycle du primaire (Toward a Linguistic Oral Content in the Second Cycle of Primary School). Serie: Le Francais a l'ecole primaire. Recherches et essais, numero 11.

Autor/inn/en	Ostiguy, Luc; Gagne, Gilles
Institution	Montreal Univ. (Quebec).
Titel	Pour un contenu linguistique en oral au 2e cycle du primaire (Toward a Linguistic Oral Content in the Second Cycle of Primary School). Serie: Le Francais a l'ecole primaire. Recherches et essais, numero 11.
Quelle	(1986), (61 Seiten)Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
ISBN	2-920156-33-0
Schlagwörter	Class Activities; Course Content; Curriculum Development; Foreign Countries; French; Grade 4; Instructional Effectiveness; Intermediate Grades; Language Skills; Language Styles; Native Language Instruction; Oral Language; Canada + Suchen Sie Ihr Suchwort? Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Französisch; School year 04; 4. Schuljahr; Schuljahr 04; Unterrichtserfolg; Mittelstufe; Language skill; Sprachkompetenz; Sprachstil; Native language education; Muttersprachlicher Unterricht; Oral interpretation; Mündlicher Sprachgebrauch; Kanada
Abstract	It is proposed that linguistic oral content, or metalinguistics, be included in the curriculum of primary school francophone children. This content is not included in the functionally oriented official curriculum. The linguistic content proposed consists of a number of formal variants corresponding to non-formal stylistic markers and respecting certain explicit criteria. The content, designed to develop the children's use of the formal variants in appropriate situations, has been tried in a regular fourth grade class. The children were recorded in a series of increasingly formal communicative situations and participated in metalinguistic classroom activities about parts of the content. Results show that (1) children spontaneously change their ways of speaking according to the formality of situations and are aware of the change in their speech, but are not aware of the linguistic formal and informal variants involved; and (2) during metalinguistic activities, the children developed an explicit awareness of many of those variants, increasing their use of formal variants afterwards. (Author/MSE)
Anmerkungen	Centre de diffusion, Programme de perfectionnement des maitres de francais au primaire, Faculte des sciences de l'education, Universite de Montreal, C.P. 6128, Succ. A., Montreal, Quebec, Canada H3C 3J7 ($6.50 Canadian).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC