Favoriser le transfert de connaissances grammaticales en situation d'écriture : mise à l'essai d'une séquence didactique auprès d'élèves de troisième secondaire
This action research aims to determine by which means French teachers can contribute to help their secondary students in transferring their grammatical knowledge in writing situations.   We first noticed that, for secondary students in general, agreements are more likely to be successful in exercise context than in writing context.  Based on didactical propositions of researchers interested in grammatical spelling and/or transfer of knowledge, notably propositions consisting in an inductive approach, centered on student questioning and sentence analysis, we conceived and developed a didactical sequence about the agreement of past participle used with être or with an attributive verb.  Then, we implemented it in a third grade secondary student group, and we observed its effects by pretesting and posttesting, using questionnaires, exercises and written productions.     Results revealed by data analysis show the efficiency of the lessons built.  Students succeeded a lot more often in making agreement of past participle used with être or with an attributive verb after the implement of the didactical sequence than before.  The mean rate of successful agreement in exercises came from 53% to 75%, while agreement in written production is 48% successful before, against 82% after.  The questionnaires collected incline us to believe that this augmentation of successful agreement rate in written productions is related to the right progress of the transfer process due to work done during lessons on conditional knowledge.
Transfer Knowledge Grammatical spelling Secondary students Writing situation Agreement of past participle used with être or with an attributive verb Action research Didactics of French Didactical propositions