Plénière 2- F. GROSSMANN : Etude de la langue et production écrite - CC Écrire et Rédiger - 15/03/18

Understanding Lexical Teaching in Writing Production

Introduction to Lexical Teaching

• The speaker introduces their role as a professor of language sciences at the University of Grenoble Alpes, emphasizing the importance of the term "lexicon" in their discussion.

• They express gratitude for being invited and outline their focus on integrating lexical teaching into writing production, acknowledging the complexity involved.

Complexity of Lexical Concepts

• The speaker reflects on their background in lexical didactics and recognizes the expansive nature of investigating lexicon-related topics.

• They highlight that lexicon is not solely a linguistic property but an interface connecting diverse levels, leading to varied approaches in lexical didactics.

• The diversity within lexical connections is emphasized, using "incendie" (fire) as an example to illustrate different text genres and contexts where specific vocabulary applies.

Cognitive Schemas and Lexical Knowledge

• The discussion includes cognitive schemas related to actions associated with fire (e.g., igniting, extinguishing), stressing that understanding these actions is crucial for comprehensive lexical knowledge.

• The speaker notes that knowing words like "incendie" or "éteindre" involves grasping various semantic roles and relationships between terms.

Networks of Meaning

• A complex network surrounding the word "éteindre" (to extinguish) is presented, showcasing its semantic connections with other terms like "extincteur" (fire extinguisher).

• The idea of mental networks is introduced, indicating how social discourse influences our understanding of simple words through broader contextual associations.

Integrating Lexicon into Writing Production

• Transitioning to writing production, the speaker questions how lexicon relates to this process and emphasizes that developing writing skills cannot rely solely on vocabulary.

• They propose considering various factors such as discursive genres when determining how lexicon fits into teaching methodologies for writing.

Learning Approaches: Incidental vs. Explicit

• A classic debate in lexical didactics regarding incidental versus explicit learning methods is mentioned; both are deemed necessary for effective vocabulary acquisition.

• The speaker argues against waiting for ideal moments to teach vocabulary, advocating for its integration during communication situations.

Lexical Awareness in Writing

Importance of Lexical Knowledge

• The discussion emphasizes the necessity of addressing vocabulary (lexique) regularly, rather than only when needed, highlighting a common misconception that dedicated sessions for vocabulary are unnecessary.

• It is crucial to develop metalinguistic skills, which involve reflecting on language use while writing. This includes selecting appropriate terms and constructions.

Lexical Relationships and Tools

• The speaker mentions the importance of understanding lexical relationships and introduces concepts like scenarios and scripts as tools for enhancing vocabulary.

• Reformulation is identified as a fundamental operation in written production, allowing writers to express ideas in multiple ways, thus enriching their language use.

Teaching Vocabulary Effectively

• There is an emphasis on encouraging students to explore different forms of expression through reformulation, which should be systematically integrated into teaching practices.

• Morphological work is also highlighted as essential; it should not be underestimated in the context of vocabulary instruction.

Understanding Lexical Units

• The speaker critiques the traditional focus on isolated words in vocabulary teaching. Instead, they advocate for starting with broader lexical units that can encompass various meanings and usages.

• Clarifying what constitutes a lexical unit helps build a more effective didactic approach to vocabulary that supports writing production.

Integrating Syntax with Lexicon

• A key point made is the need to integrate lexicon with syntax; modern linguistic research suggests that learners remember constructions rather than isolated words.

• The discussion concludes by stressing that both lexical units and syntactical constructions are foundational elements necessary for effective writing.

Understanding Semantic and Syntactic Levels in Writing

Key Concepts in Writing Operations

• Discussion on the importance of semantic roles, syntactic constructions, prosodic patterns, and text positioning in writing.

• Introduction of four fundamental operations in writing: addition, deletion, replacement, and repositioning; these are essential for effective reformulation.

• Emphasis on integrating micro-level changes (like word choice) with macro-level structures (overall genre), highlighting their interdependence.

Observations from Student Work

• Noted that replacement is the most common operation observed in student work at 45%, while form and syntax errors are more frequently identified by teachers than semantic errors.

• Teachers find formal errors easier to correct and explain compared to semantic issues; this raises questions about how educators address different types of errors.

Training Students on Error Types

• Importance of training students to recognize various error types beyond mere placement; this includes understanding lexical errors through grid analysis.

• Example provided where a student's misunderstanding of "property" led to a semantic error; highlights the need for targeted exercises to clarify such concepts.

Syntax and Morphology Errors

• Mention of specific syntax construction errors made by students; an example illustrates a misunderstanding rather than a strict grammatical mistake.

• Discussion on varying expressions within dialectal contexts (e.g., Quebec French), suggesting that some language use may reflect register rather than outright error.

Activities for Enhancing Writing Skills

• Brief mention of activities designed to improve student writing skills based on observations from working with underprivileged students.

• Notable improvement seen when students were encouraged to express emotions effectively but struggled with integration into coherent sentences.

Integrating Emotion Vocabulary into Writing

The Role of Emotion Lexicon in Writing

• Exploration of how categorizing emotions can enhance narrative expression but isn't solely responsible for creating engaging texts.

• Importance placed on depicting emotional manifestations through actions rather than relying strictly on psychological vocabulary.

Categorization as a Tool for Expression

• Acknowledgment that while categorization is useful, it should be complemented by practical examples demonstrating emotional behavior.

Discussion on Categorization and Writing Tools

Importance of Emotional Vocabulary in Writing

• The discussion highlights the work of Duvignau and others on categorization forms, emphasizing that merely having a wide range of emotional vocabulary is not sufficient for effective writing.

• It is noted that while dictionaries can help resolve specific writing issues, they do not address all problems related to writing skills.

Effective Use of Dictionaries

• The speaker suggests that learning to use dictionaries effectively is crucial, especially with new tools available for students.

• Resources like synonym dictionaries and construction dictionaries (e.g., Le Robert Brio) are highlighted as valuable tools for high school students to enhance their writing skills.

Software Tools for Writing Assistance

• Mentioned software tools such as Antidote and Le Robert Correcteurs provide interesting visualizations regarding common constructions in French verbs, aiding students' understanding.

• The speaker acknowledges the usefulness of various types of dictionaries but emphasizes the need for careful selection based on classroom needs.

Creating Lexical Support Documents

• A question arises about the value of creating a document to assist students in producing written work, which would include a lexical field containing relevant vocabulary.

• The importance of focusing on pertinent words rather than overwhelming students with excessive vocabulary is discussed; exploring semantic fields can be beneficial for text production.