Abstracts
Résumé
L’habileté à détecter et à manipuler la structure morphologique des mots contribue aux performances en lecture et en écriture. Malgré l’importance de la conscience morphologique pour le développement des habiletés langagières, les tâches utilisées pour sa mesure mobilisent des habiletés extrêmement variées. L’objectif de cet article est de mieux comprendre la conscience morphologique de locuteurs du français L2, à l’aide d’une reprise de l’étude de Bourdages et Foucambert (2018). Soixante-sept élèves anglophones en immersion précoce en français (âgés de 8 à 12 ans) ont effectué six tâches différentes traditionnellement utilisées pour mesurer la conscience morphologique. Les données sont analysées à l’aide d’analyses factorielles confirmatoires pour trouver le modèle s’ajustant le mieux aux données recueillies. Contrairement aux résultats pour les locuteurs français L1, les résultats montrent l’importance du type d’unité manipulée et montrent que ces élèves ont de faibles capacités à remarquer et à manipuler les unités morphologiques. Notre discussion porte sur les stratégies visant à promouvoir le développement de la conscience morphologique dans le cadre du programme d’immersion. De manière plus générale, nous soutenons que l’activité métalinguistique devrait être au coeur des programmes d’immersion, car ces capacités soutiennent la production et la compréhension de la langue.
Mots-clés :
- conscience morphologique,
- dimensionnalité des habiletés langagières,
- habiletés métalinguistiques,
- performances langagières,
- cognition,
- classes d’immersion
Abstract
The ability to detect and manipulate the morphological structure of words contributes to reading and writing performance. Despite the importance of morphological awareness for the development of language skills, the tasks used to measure it mobilize extremely varied skills. The purpose of this article is to better understand the morphological awareness of L2 French speakers, using a replication of Bourdages & Foucambert's (2018) study. Sixty-seven English-speaking early French immersion students (ages 8-12) completed 6 different tasks traditionally used to measure morphological awareness. The data are analyzed using confirmatory factor analyses to find the model that best fits the data collected. In contrast to the results for L1 French speakers, the results show the importance of the type of unit manipulated and show that these students have poor abilities to notice and manipulate morphological units. Our discussion focuses on strategies to promote the development of morphological awareness in the immersion program. More generally, we argue that metalinguistic activity should be a focus of immersion programs, as these abilities support language production and comprehension.
Keywords:
- morphological awareness,
- dimensionality of language skills,
- metalinguistic skills,
- language performance,
- cognition,
- immersion classes
Appendices
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