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Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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Assessing Self-Regulation in Grade 1 Writers: An Evaluation of the Reliability and Validity of the Interview on Self-Regulation in Early Writing
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In: Electronic Thesis and Dissertation Repository (2021)
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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Metacognition to learn how to produce a narrative. ; La métacognition au service de l’apprentissage de la production de récits
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In: Action Didactique ; https://hal.univ-lorraine.fr/hal-03049698 ; Action Didactique, Laboratoire de recherche en Langues Appliquées et Ingénierie des Langues En Milieu Multilingue (LAILEMM), Faculté des Lettres et des Langues de l’université Abderrahmane Mira de Bejaia, 2020, Le français comme langue enseignée et langue d’enseignement, 5, pp.[En ligne] ; http://www.univ-bejaia.dz/action-didactique/2020-11-18-07-54-02/ad5.html (2020)
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Abstract:
International audience ; The production of narrative texts by a unisian learner of the elementary cycle, is a relatively complex activity. The didactic procedures implemented by the teachers for the learning of writing certainly make it possible to formalize the act of writing; however, novice writers still produced texts that include many errors related to cognitive difficulties.The present work aims to propose and test didactic and pedagogical approaches which facilitate the identification and analysis of the difficulties related to textual coherence in students' written productions in order to understand and explain the cognitive processes performed by learners in writing situations.The two experimental methods we used during the implementation of the pedagogical sequences enabled us to check the impact of metacognition practice on novice writers' performance. ; La production de textes narratifs par un apprenant tunisien du cycle primaire est une activité relativement complexe. Les démarches didactiques mises en oeuvre par les enseignants pour l’apprentissage de l’écrit permettent certes de formaliser l’acte d’écriture ; néanmoins, les textes produits par les scripteurs novices comportent de nombreuses erreurs dues à des difficultés cognitives.Le présent travail vise à proposer et à tester des pistes didactiques et pédagogiques qui permettent de faciliter le repérage et l’analyse des difficultés liées à la cohérence textuelle dans les productions écrites des élèves en vue de comprendre et d’expliquer les processus cognitifs à l’oeuvre chez les apprenants en situation d’écriture.Les deux méthodes que nous avons expérimentées lors de la mise en oeuvre des séquences pédagogiques nous ont permis de vérifier l’impact de la pratique de la métacognition sur les performances des scripteurs novices.
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Keyword:
[SCCO]Cognitive science; [SHS]Humanities and Social Sciences; Autorégulation; cohérence textuelle; Erreur; error; MESH: Autorégulation; Metacognition; Métacognition; Production écrite; Self-regulation; textual coherence; Written production
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URL: https://hal.univ-lorraine.fr/hal-03049698/file/Article%20Adel%20Znaidi%20Revue%20Action%20didactique.pdf
https://hal.univ-lorraine.fr/hal-03049698/document
https://hal.univ-lorraine.fr/hal-03049698
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Self-regulation and Chinese character learning strategies in Irish Higher Education
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JIANG, NING. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019
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The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial
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In: Communication Sciences and Disorders Publications (2019)
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Deliberate Practice, Writing Self-efficacy, and Self-regulation among Internet Novelists in China: a Phenomenological Approach
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In: Public Access Theses and Dissertations from the College of Education and Human Sciences (2019)
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Autorregulação da aprendizagem em inglês no contexto pré-escolar ; Self-regulation of learning in English in a preschool context
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Cognitive-Affective Processes and Academic Conscientiousness
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Testing the Bilingual Advantage Hypothesis: Language Balance and Self-Regulation
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A Lattice Model of the Development of Reading Comprehension.
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In: Child development perspectives, vol 10, iss 4 (2016)
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Translating evidence-based guidelines to improve feedback practices: the interACT case study
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THE EFFECT OF A SELF-REGULATED VOCABULARY INTERVENTION ON WORD KNOWLEDGE, READING COMPREHENSION, AND SELF-REGULATED LEARNING FOR ELEMENTARY ENGLISH LANGUAGE LEARNERS
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2016)
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Supporting Students with ADHD in the Mainstream Classroom Through the Use of the Alert Program®
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Estrategias metacognitivas en la expresión escrita: Un estudio de caso con futuros docentes ; Metacognitive strategies in written expression: a study case with future teachers
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Self-regulation in EFL writing composition: from private speech to the triadic system
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Emotional and cognitive processing of narratives and individual appraisal styles: recruitment of cognitive control networks vs. modulation of deactivations ...
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Contemplative Education: How Contemplative Practices Can Support and Improve Education
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In: Master's Capstone Projects (2012)
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