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Ecrire pour apprendre: rêve ou réalité?

Abstract : Of the "four skills," written production is the least popular among LANSAD students who prefer oral production. However, writing is a necessity, both because it corresponds to a professional need (real or perceived) and because it allows for more thoughtful, richer, more correct language production. But between principle and reality there can be a gap, and we asked ourselves whether writing, practiced regularly, is really a source of progress and whether the correction of these writings was a factor of progress. Helping students to write means, first of all, giving them the opportunity to do so, giving their writings importance, notably by treating them individually, over extended periods of time. The contribution of new technologies in a regular process of writing and individual correction is essential. Electronic mail allows the regular sending of written material on a given date, which will facilitate rapid correction. Grammar and spelling correction tools and online dictionaries can also be valuable aids. But the negative effects are also very important: copying texts on the Internet, using automatic translation tools that give disastrous results, worse than what the student would spontaneously produce. Based on a corpus of science student writings over several years, we examine the conditions of writing, the types of writings produced, and the students' appreciation of this task. From this corpus, we have extracted one group in particular whose progress (if any) we examine more closely.
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Contributor : Nicole Décuré <>
Submitted on : Tuesday, September 29, 2020 - 11:50:17 AM
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  • HAL Id : halshs-02952234, version 1


Nicole Décuré. Ecrire pour apprendre: rêve ou réalité?. Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2011, Aider à écrire, pp.34-40. ⟨halshs-02952234⟩



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