Lexique et procedures heuristiques. Arguments pour un renouvellement de l'enseignement du vocabulaire au degre elementaire (Word-Study and Heuristic Processes. Arguments for a Renewal in the Teaching of Vocabulary at the Elementary Level). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 28.

Autor/in	Muller, Charles
Institution	Commission Interuniversitaire Suisse de Linguistique Appliquee (Switzerland).
Titel	Lexique et procedures heuristiques. Arguments pour un renouvellement de l'enseignement du vocabulaire au degre elementaire (Word-Study and Heuristic Processes. Arguments for a Renewal in the Teaching of Vocabulary at the Elementary Level). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 28.
Quelle	(1978), (18 Seiten)Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Processes; Discovery Learning; Discovery Processes; Elementary Education; French; Grade 2; Grade 3; Induction; Interlanguage; Language Acquisition; Language Instruction; Language Processing; Language Research; Language Skills; Learning Processes; Learning Theories; Second Language Learning; Semantics; Syntax; Teaching Methods; Verbal Development; Vocabulary Development + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Entdeckendes Lernen; Elementarunterricht; Französisch; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Induktion; Induktive Methode; Zielsprache; Sprachaneignung; Spracherwerb; Sprachverarbeitung; Sprachforschung; Language skill; Sprachkompetenz; Learning process; Lernprozess; Learning theory; Lerntheorie; Zweitsprachenerwerb; Semantik; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit
Abstract	A study is described of heuristic devices useful in learning both native and second languages. The study concerns particularly the means used by very young students (second and third graders) in vocabulary acquisition and in the establishment of semantic relationships. It was of concern to verify if (1) the children would use their knowledge of verbal relationships, such as synonyms and antonyms, to discover the semantic consequences of certain types of relationships; and (2) if they would have recourse to original heuristic procedures, that is those not yet introduced by the instructor. Some reflections are offered on activities in the domains of word definition, derivation and polysemia. Mastery of the more formal means of definition seems to be linked to the child's developmental stages, and there is a noticeable relationship between grammatical categories and the means used by the children to define the word. In the matter of derivation, the children discovered they could create new words by using prefixes and suffixes, and that they could verify their discovery by looking the words up in the dictionary. Because of the degree of abstraction involved in polysemia, the children's natural resources in this domain and in the use of homonyms were found to be limited. The positive effects of the study concerned not only vocabulary increase but also teacher-student relationships and the children's own participation in the learning process. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01