About the psycholinguistic models of the writing process for a didactics of written production
This article problematises the possible areas of cooperation between psycholinguists and specialists in didactics by underlining both the interests of an interaction between them and the specific and complementary mission of both fields.After a historic overview of how references to psycholinguistic...
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| Vydáno v: | URI:https://journals.openedition.org/reperes, |
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| Hlavní autoři: | , |
| Médium: | Article ou chapitre numérique |
| Jazyk: | Français |
| Vydáno: |
Repères
2013
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| On-line přístup: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Shrnutí: | This article problematises the possible areas of cooperation between psycholinguists and specialists in didactics by underlining both the interests of an interaction between them and the specific and complementary mission of both fields.After a historic overview of how references to psycholinguistic works emerged in the research on the didactics of written production, the main models of verbal production, especially of written verbal production, published during the 1980s and1990s are presented: Hayes and Flowers (1980), Garret (1980), Levelt (1989), Van Galen (1991). Their interest and the limits of their use in didactics are investigated. What is the possible function of verbal production models in didactics? What methodological precautions are necessary before using them? More particularly, the aids to writing possibly inspired by these models and the limits of such aids are examined. In a fourth part, we compare the ways in which each of the two disciplines approaches the key issue of learning.As a conclusion, the comparison of the methods respectively used in each of these fields, especially the part reserved to text analysis and real-time processes is useful to define an interesting cooperation area between psycholinguists, linguists and specialists in didactics, especially towards designing writing tasks and evaluation indicators. |
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