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Document Details :
Title: Modalités, modalisation et apprentissage
Author(s): RABATEL, Alain
Journal: Cahiers de l'Institut de Linguistique de Louvain
Volume: 31 Issue: 1 Date: 2005
This article analyses from an enunciative point of view, the flaws in the construction of propositional contents in a beginner's foreign language lesson in a second year primary school class. The difficulties not only affect the way referents are designated but also the modalities (in the construction of the dictum) and have an influence on the expression of modalisation (in the modus). These flaws, which particularly affect pupils - but from which the teacher cannot escape either - are harmful from a linguistic, cognitive and pedagogical point of view, for they block discussions on the construction of referents in discourse, on the place of subjects in their cognitive development and reflect the underestimation of the role of speakers in the construction of observables. The article emphasizes that sustained attention to the construction of the dictum provides different speakers with the gradual possibility of discussion, in the dictum and in the modus, thus favouring reflection and the acquisition of knowledge.