Abstracts
Résumé
La difficulté des jeunes scripteurs à rédiger des textes argumentatifs cohérents résulte en grande partie de faiblesses dans leurs stratégies et processus cognitifs. Cette recherche expérimentale à protocole préexpérimental a comme objectif d’évaluer les effets d’un programme d’intervention remodelé visant l’apprentissage de stratégies d’écriture sur la capacité des élèves à écrire des textes cohérents. Trois dimensions de la cohérence textuelle ont été prises en considération : la cohérence macrostructurelle, microstructurelle et situationnelle. Les résultats montrent que les élèves ont fait des progrès significatifs par rapport à chacune d’elles. Ils indiquent aussi qu’à l’exception de certains aspects de la dimension microstructurelle, ces progrès se sont maintenus à moyen terme.
Summary
Young writers have difficulty producing coherent argumentative texts due, in a large part, to weaknesses in their strategies and cognitive processes. The aim of this experimental research is to evaluate the effects of a remodelled intervention program for learning writing strategies on students’ capacities to write coherent texts. Three dimensions of textual coherence were examined: macro-structural, micro-structural, and situational. The results show that the students made significant progress in each dimension. As well, with the exception of certain aspects of the micro-structural dimension, progress was maintained over a medium term.
Resumen
La dificultad de los jóvenes escritores para redactar textos argumentativos coherentes proviene en gran parte de debilidades en sus estrategias y procesos cognitivos. Esta investigación experimental a protocolo pre-experimental tiene por objetivo evaluar los efectos de un programa de intervención remodelado orientado hacia al aprendizaje de estrategias de escritura en la capacidad de los alumnos a escribir textos coherentes. Se tomaron en cuenta tres dimensiones de la coherencia textual: la coherencia macroestructural, microestructural y situacional. Los resultados muestran que los alumnos lograron adelantos significativos con relación a cada una de ellas. Indican también que, salvo algunos aspectos de la dimensión microestructural, estos adelantos se mantuvieron a medio plazo.
Appendices
Références
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