Abstracts
Résumé
Notre objectif était de déterminer la quantité d’aide dont les enfants ont besoin pour intégrer un nouveau mot à leur vocabulaire oral. Six séances ont été consacrées à l’enseignement de 24 mots à des élèves de maternelle de milieu défavorisé. Les mots ont été présentés à plusieurs reprises à l’aide d’une brève définition ainsi que d’une illustration. Les résultats indiquent que les enfants n’ont appris qu’un mot sur trois et que lorsqu’un mot était appris, c’était en moyenne après 2.4 séances. Nos résultats suggèrent qu’apprendre le sens d’un mot représente un apprentissage abstrait et par conséquent difficile pour les enfants.
Mots-clés :
- vocabulaire à l’oral,
- apprentissage des mots,
- milieu défavorisé
Abstract
Our goal was to determine how much support children need to integrate a new word to their oral vocabulary. Six sessions were used to explain the meaning of 24 words to kindergarteners from a low-income neighborhood. On each occasion, words were presented with a brief definition and an illustration of their meaning. Findings indicate that children did not learn two thirds of the words and when they did integrate a word into their vocabulary it took them an average of 2.4 sessions. We interpret our findings as suggesting that learning a word is abstract and thus demanding for children.
Keywords:
- oral vocabulary,
- word learning,
- low-income children
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Appendices
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