Proposition d'une didactique de l'orthographe ayant recours au correcteur orthographique (Proposal for a Teaching Methodology for Spelling Using a Spell-Checker).

Autor/in	Desmarais, Lise
Institution	International Center for Research on Language Planning, Quebec (Quebec).
Titel	Proposition d'une didactique de l'orthographe ayant recours au correcteur orthographique (Proposal for a Teaching Methodology for Spelling Using a Spell-Checker).
Quelle	(1994), (379 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	2-89219-249-8
Schlagwörter	Classroom Techniques; Computer Assisted Instruction; Error Analysis (Language); Error Patterns; Foreign Countries; French; Government Employees; Instructional Effectiveness; Native Language Instruction; Second Language Instruction; Spelling Instruction; Teaching Methods; Word Processing + Suchen Sie Ihr Suchwort? Klassenführung; Computer based training; Computerunterstützter Unterricht; Error analysis; Language; Fehleranalyse; Fehlertyp; Ausland; Französisch; Unterrichtserfolg; Native language education; Muttersprachlicher Unterricht; Fremdsprachenunterricht; Orthographieunterricht; Rechtschreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Textverarbeitung
Abstract	A study was undertaken to determine the effectiveness of a spelling instruction method using a computer spell-checking program. The proposed teaching methodology is supported by theoretical hypotheses drawn from the field of cognitive psychology associated with the learning of spelling and pedagogical principles associated with the teaching of spelling. Subjects were 20 francophone and 5 anglophone federal employees in Canada. All were pretested for French spelling problems using a standardized test. After familiarization with the operation of the computer software, students engaged in structured exercises involving editing and correction of spelling over a period of four weeks, in two sessions a week. The exercises were based on individual spelling problem patterns. Subjects were then post-tested with the same standardized instrument used for pre-testing. Results indicate that the intervention was effective for certain error types, but some inadequacies were found in the grammatical typology used and in the lexical distinctions possible with the spell-checker. The software was found to be useful for identifying subjects with a deficient strategy for correction. The method is seen as having significant potential for instructional purposes, especially with some further software development. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC