Propriétés psychométriques d’un instrument de mesure des représentations des approches grammaticales inductives/déductives des enseignants de FLE au Mexique
DOI:
https://doi.org/10.32870/vel.vi20.181Schlagworte:
Enseignement/apprentissage, Grammaire, Approches inductives/ déductives, Représentations, MesuresAbstract
Sur la base des paradigmes dominants de l’enseignement des langues étrangères, le présent article vise à construire un instrument de mesure des représentations de la langue, de l’enseignement/apprentissage, de la fréquence et de l’usage conditionné des approches grammaticales inductives et déductives. À partir d’une population de 142 professeurs de français langue étrangère (FLE) du Mexique et d’un ensemble de tests (l’analyse factorielle exploratoire, le calcul des coefficients alfa de Cronbach et l’analyse de Rasch), les évidences de fiabilité, de cohérence interne, d’agroupement et même de dimensionnalité sont produites. De façon générale, l’ensemble des échelles développées et testées présentent des critères de normalité acceptables. Cependant, on observe particulièrement une difficulté liée à la mesure des représentations constructivistes d’une langue étrangère, de son enseignement et de son apprentissage
Downloads
Metriken
Literaturhinweise
Attorresi, H. F., Lozzia, G. S., Abal, F. J. P., Galibert, M. S., & Aguerri, M. E. (2009). Teoría de Respuesta al Ítem. Conceptos básicos y aplicaciones para la medición de constructos psicológicos. Revista Argentina de Clínica Psicológica, 18(2), 179-188. https://www.redalyc.org/articulo.oa?id=281921792007
Barnard, R., & Scampton, D. (2008). Teaching grammar: A survey of EAP teachers in New Zealand. New Zealand Studies in Applied linguistics, 14(2), 59-82. https://hdl.handle.net/10289/3325
Bento, M. (2019). Enseignement de la grammaire dans les manuels de français langue étrangère et approche actionnelle. Lidil. Revue de linguistique et de didactique des langues, (59). https://doi.org/10.4000/lidil.6465
Blin, B., & Becerril, R. O. Y. (2017). Mirada crítica a la enseñanza de la gramática del francés en México. Revista Fuentes Humanísticas, 29(54). http://fuenteshumanisticas.azc.uam.mx/index.php/rfh/issue/view/18/55
Burgess, J., & Etherington, S. (2002). Focus on grammatical form: explicit or implicit? System, 30(4), 433-458. http://dx.doi.org/10.1016/S0346-251X(02)00048-9
Burns, A., & Borg, S. (2015). Integrating grammar in adult Tesol classrooms. Teaching and Learning English Grammar: Research Findings and Future Directions, 159. https://doi.org/10.1093/applin/amn020
Celina Oviedo, Heidi, & Campo Arias, Adalberto (2005). Aproximación al uso del coeficiente alfa de Cronbach. Revista Colombiana de Psiquiatría, 34(4),572-580. https://www.redalyc.org/articulo.oa?id=80634409
Conseil de L'Europe (2002). Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer. Conseil de l’Europe. https://www.coe.int/fr/web/common-european-framework-reference-languages
Decoo, W. (1996). “The induction-deduction opposition: Ambiguities and complexities of the didactic reality “. International Review of Applied Linguistics in Language Teaching, 34(2), 95-118. https://www.deepdyve.com/lp/de-gruyter/the-induction-deduction-opposition-ambiguities-and-complexities-of-the-f0E4OQLZQ2?impressionId=5b8a27f69e5d0&i_medium=docview&i_campaign=recommendations&i_source=recommendations
Dorji, J. (2018). Teaching Grammar: A Survey of Teacher's Beliefs and Attitudes in Bhutan. Journal of Asia TEFL, 15(2), 530-541. http://dx.doi.org/10.18823/asiatefl.2018.15.2.21.530
Erlam, R. (2003). « The effects of deductive and inductive instruction on the acquisition of direct object pronouns in French as a second language ». The Modern Language Journal, 87(2), 242-260. https://doi.org/10.1111/1540-4781.00188
Germain, C. (1993). Évolution de l’enseignement des langues : 5000 ans d’histoire, Paris, Clé International, Coll. Des langues étrangères, dirigée par Robert. Galisson. https://www.cle-international.com/evolution-de-l-enseignement-des-langues-5000-ans-d-histoire-9782190333533.html
González, M. (2008). «Fundamentos del análisis Rasch.» INVURNUS. 4. 3. https://www.crownhouse.co.uk/assets/look-inside/9781899836765.pdf
Graus, J., & Coppen, P. A. (2016). Student teacher beliefs on grammar instruction. Language Teaching Research, 20(5), 571-599. doi:10.1177/1362168815603237
Haight, C. E., Herron, C., & Cole, S. P. (2007). The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary foreign language college classroom. Foreign language annals, 40(2), 288-310. 10.1111/j.1944-9720. 2007.tb03202.x
Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman and Hall/CRC. https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.1201/9781420011111&type=googlepdf
Johnson Karen, E. (2009). Second language teacher education: A sociocultural perspective. Routledge Journal, 92(3), 369-386. https://doi.org/10.4324/9780203878033
Joppe, M. (2000). The Research Process. http://www.ryerson.ca/~mjoppe/rp.htm
Kaymakamoglu, S. E. (2018). Teachers' Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1). Journal of Education and Learning, 7(1), 29-37. DOI:10.5539/jel. v7n1p29
Krashen, S. D. (1992). Fundamentals of language education. Torrance, CA: Laredo Publishing Company. http://beniko-mason.net/content/story-listening/2020-10-22-fundamentals-of-langauge-eduation-krashen.pdf
Liviero, S. (2017). « Grammar teaching in secondary school foreign language learning in England: teachers’ reported beliefs and observed practices ». The Language Learning Journal, 45(1), 26-50. https://doi.org/10.1080/09571736.2016.1263677
Martínez, C. M., & Sepúlveda, M. A. R. (2012). Introducción al análisis factorial exploratorio. Revista colombiana de psiquiatría, 41(1), 197-207. https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=58f28600-9d86-42a1-9b02-876a02b2237b%40redis
Mohammed, A. A., & Jaber, H. A. (2008). « The effects of deductive and inductive approaches of teaching on Jordanian university students’ use of the active and passive voice in English. » College student journal, 2008, 42(2). https://www.semanticscholar.org/paper/The-Effects-of-Deductive-and-Inductive-Approaches-Mohammed-Jaber/6b48fd63855996ff3ef4cb937a712f89642bd730#citing-papers
Oranje, J., & Smith, L. F. (2018). Language teacher cognitions and intercultural language teaching: The New Zealand perspective. Language Teaching Research, 22(3), 310-329. https://doi.org/10.1177/1362168817691319
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332. https://ssrlsite.files.wordpress.com/2018/02/pajares-1992-teachers_-beliefs-and-educational-research-cleaning-up-a-messy-construct.pdf
Pérez, E. R., & Medrano, L. A. (2010). Análisis factorial exploratorio: bases conceptuales y metodológicas. Revista Argentina de Ciencias del Comportamiento (RACC), 2(1), 58-66. https://dialnet.unirioja.es/servlet/articulo?codigo=3161108
Puren, C. (2001). « Représentations de l'enseignement/apprentissage de la grammaire en didactique des langues ». Éla. Études de linguistique appliquée, (2), 135-141. https://www.cairn.info/revue-ela-2001-2-page-135.htm
Rahman, M. M., Singh, M. K. M., & Pandian, A. (2018). Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case Study. International Journal of Instruction, 11(1), 295-310. https://files.eric.ed.gov/fulltext/EJ1165221.pdf
Ramírez-Romero, J. L. (2013) Una década de búsqueda: las investigaciones sobre la enseñanza y el aprendizaje de lenguas extranjeras en México 2000-2011. Pearson Education. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=xkvCCH8AAAAJ&citation_for_view=xkvCCH8AAAAJ:_5tno0g5mFcC
Rasch, G. (1960). Probabilistic Models for Some Intelligence and Attainment Tests. The Danish Institute for Educational Research. Copenhagen https://eric.ed.gov/?id=ED419814
Rosa, E., & O'Neill, M. D. (1999). Explicitness, intake, and the issue of awareness: Another piece to the puzzle. Studies in second language acquisition, 21(4), 511-556. https://www.jstor.org/stable/44486829
Rose, K. R., & Ng, C. (2001). Inductive and deductive teaching of compliments and compliment responses. Pragmatics in language teaching, 145, 145-170. DOI:10.1017/CBO9781139524797.013
Spada, N., Barkaoui, K., Peters, C., So, M., & Valeo, A. (2009). Developing a questionnaire to investigate second language learners’ preferences for two types of form-focused instruction. System, 37(1), 70-81. https://doi.org/10.1111/j.1467-9922.2010.00562.x
Takimoto, M. (2008). « The effects of deductive and inductive instruction on the development of language learners' pragmatic competence. » The Modern Language Journal, 2008, 92(3), 369-386. http://www.jstor.org/stable/25173064
Valeo, A., & Spada, N. (2016). Is there a better time to focus on form? Teacher and learner views. Tesol Quarterly, 50(2), 314-339. https://doi.org/10.1002/tesq.222
Vincent, F., & Lefrançois, P. (2013). L’opposition inductif/déductif en enseignement de la grammaire : un débat à nuancer. Revue des sciences de l’éducation, 39(3), 471-490. https://doi.org/10.7202/1026309ar
Vogel, S., Herron, C., Cole, S. P., & York, H. (2011). Effectiveness of a guided inductive versus a deductive approach on the learning of grammar in the intermediate?level college French classroom. Foreign language annals, 44(2), 353-380. https://doi.org/10.1111/j.1944-9720.2011.01133.x
Veröffentlicht
Versionen
- 2024-08-30 (2)
- 2022-06-01 (1)
