Danièle COGIS (IUFM-Paris)Difficultés en orthographe : un indispensable réexamen
(Spelling problems: towards a new diagnosis)2001, Vol. VI-1, pp. 47-61
Pupils are currently said to have difficulties in learning as soon as they make spelling mistakes. Enlightened by recent research on the acquisition of the French written language system inspired by constructivist and interactionist models, this article aims to question such a point of view. Young writers' metalinguistic explanations show that mistakes depend on their actual (and evolutive) understanding of a complex linguistic functioning. In other respects, an approach based on verbalisation and confrontation appear to be decisive in leading children towards morphosyntactic instead of mophosemantic processes. Therefore, a diagnosis of learning difficulties should not be made too soon, and not before a specific study of wrong representations has been undertaken.
Christine JACQUET-PFAU (Collège de France)Correcteurs orthographiques et grammaticaux : quel(s) outil(s) pour quel rédacteur ?
(Spelling and grammar checkers : which tool(s) are suitable for which author ?)2001, Vol. VI-2, pp. 81-94
This article intends to question the users' assessment of so-called correction tools, spelling correction and syntactic recovery. Several criteria should be considered, namely : a- how correctors, whether integrated or autonomous, will operate; b- what should be their particular configuration in each case; and c- which correction constraints should precisely be defined in connexion with the users checking process. Our purpose is firstly to show that the use of the word "error" is, in this context, to be settled; secondly to examine the main characteristics of the 'correcticiels', and thirdly to propose a users' typology. Finally we will make a few suggestions as to how these tools can be used in the acquisition of the French language.
Jean-Pierre JAFFRÉ (CNRS-Paris)Gestion et acquisition de l'orthographe
(Policy in acquiring spelling)1997, Vol. II-2, pp. 61-70
In this article we first deal briefly with the major studies on acquisition of orthography over the past few years. Next, we present a typological description of the management of orthographical comptencies in school-learning settings.