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Der vorliegende Beitrag präsentiert Ergebnisse einer schriftlichen Lernendenbefragung (n=226) zu deklarativem und prozeduralem Wissen zu KI und ihrer Verwendung sowie zu KI-bezogenen Meinungen und Nutzungsweisen, die im Rahmen des ViFoNet-Projekts erhoben wurden.
This empirical study investigates AI knowledge, beliefs, and reported practices among secondary school learners of English, French, and Spanish in Germany (n=226). A survey revealed significant gaps between students' self-perceived and actual understanding of AI as well as their use and critical reflection on it. The findings suggest that integrating AI into foreign language learning, initially through targeted teacher training, is instrumental to develop both functional and evaluative skills among students, thereby sustainably fostering critical digital literacy.
This article presents a description of the revision strategies targeting complex sentences of 16 secondary school advanced writers (15-17 years old) in the context of French L1 instruction. As the literature indi-cates, most errors in students' texts are syntactic errors (Boivin & Pinsonneault, 2018), and revising them entails a heavy cognitive load (Roussey & Piolat, 2008). We conducted a multiple case study among these advanced writers to identify their detection, diagnosis and correction strategies targeting syntactic problems. Thinking-aloud (Ericsson & Simon, 1993, Hayes & Flower, 1980), they revised one individual text and one experimental text containing 22 different syntactic errors related to complex sentences. We focused on the revision strategies leading to accurate changes. Our results show that advanced writers make a very limited use of detection strategies. Their diagnosis strategies are mainly reflections, grammaticality judgments and rereadings. Students with high rates of accurate changes in the experimental text use fewer diagnosis strategies than those with average rates. Self-questioning appears to be a strategy most used by students with high rates of accurate changes. The corrections are generally precise and made immediately after a problem is detected. Looking at individual cases, we also present salient pro-files based on the students' posture toward revision and syntax.
Different ways of teaching literature in school are often a result of tradition, cultural heritage, and the underlying assumptions of the motivating reasons for studying literature at all. This paper presents results from a comparative study of Swedish and French upper secondary school students' reception of a narrative text and discusses the impact of literary socialisation in relation to curricula. In the first part of the paper, Swedish and French upper secondary school students' written comments on a short story are analysed in terms of literary socialisation, comprehension and interpretation. The study displays differences in the way the students interact with the text. The French students pay more attention to literary aspects, such as style and language, whereas Swedish students tend to focus more on content and extratextual aspects. In the second part of the paper, the Swedish curriculum for the subject Swedish for upper secondary school is analysed. The study argues that a combination of analytic and emotional reading seems to be the most efficient way to create skilful readers. Reading for pleasure in a school context is challenged by the strong framing provided by knowledge requirements and examinations. The study concludes that this paradox of literature education can be met by focusing on the reading experience as a point of departure for in-depth literature studies.
The present research aims to highlight the impact of effective writing instruction on 1) the progress that students can make in their written products and 2) the relationship that students have with writing. It is not yet known what influence such instruction can have on primary school students' relationship with writing, particularly the emotional, conceptual and axiological dimensions of this relationship. Writing instruction that includes known effective practices was contrasted with a teacher's usual practices. Two classes of 10- to 12-year-old students (a total of 40 students) were given instruction aimed at supporting their production of the same kind of text, but based on either usual practices or known effective practices. The results show that writing instruction that implements effective practices leads to greater progress by students than a teacher's usual practices. In addition, students who experienced the system combining effective principles for teaching writing reported an improvement in their relationship with writing.
Over and above the theoretical questions it raises, the interaction between grammar and text is a particularly open problem, constituting a real challenge for language teaching and teacher training. In this article, we will first examine the origins and characteristics of this problem, as it emerged several decades ago and as it appears today in the cantons of French-speaking Switzerland. We will then examine theoretical and pedagogical conceptions of the status of grammars and texts, and present the goals of grammar teaching so as to understand how the teaching problem that articulates grammar and texts is anchored in it. Then we will describe elements of a research program on this type of articulation which we are conducting in French-speaking Switzerland with the GRAFE'MAIRE group. This program, called 'Principles of a fundamental didactics of grammar', is particularly focused on the function of noun phrase complements and the values of past tenses. The experimental part of our research is ongoing, but as we will indicate in the conclusion, preparatory analyses of these experiments have revealed the need for a serious re-examination of the very status of these grammatical objects, and the efficient pedagogical approaches they require.
The mastery of verb agreement in French and its link to the complexity of NPs in students' writing
(2019)
This paper presents results related to subject-verb agreement errors made by 6th grade students (aged 10-11) and by 8th grade students (aged 13-14). Starting from the observation that 8th grade students do not perform better on verbal agreement than 6th grade students, we propose an explanation for the absence of a significant difference between the younger and the older students along the following line: the complexity of the syntactic contexts used by the two groups of students has a impact on verbal agreement. These contexts are: 1) the internal structure of subject NPs, and 2) the syntactic configuration. Our results show that the 8th grade students produce a greater proportion of complex subject NPs than the 6th grade students, and more constructions with a syntactic configuration and a complex NP. A mixed effects logistic regression indicates there is a significant effect of the NP type and of the agreement within the NP. Our study contributes to the studies relative to verb agreement in that it is based on data produced in an authentic writing situation. It also contributes to document and support the concept of syntactic maturity, which claims that older students use more complex syntactic structures than younger ones.
In French, Italian, and other Romance languages indefinite nominal phrases can be introduced by what appears to be the conflation of a genitive preposition and a definite article, the so-called "indefinite partitive articles" (e.g., Fr. Je cuisine de la soupe depuis deux jours. "I've been cooking soup for two days"). This is rather unexpected, since these nominal phrases are neither definite nor in a syntactic position in which we expect to find a genitive preposition. This led part of the literature to consider them as built by lexical items synchronically distinct from the genitive preposition/definite article but homophonous with them. This contribution shows how a constituent-based approach to the lexicon-syntax interface as nanosyntax, paired with a specific take on the sequence of syntactic functions, can capture their apparently conflicting distribution without stipulating multiple homophonous lexical items. The key factor in this proposal is a revised analysis of the Romance lexical item (LI) for (i) definite articles - linked to a constituent containing not only features of definiteness but also lower indefinite features and higher nominative/accusative case features - and (ii) the genitive preposition DE - linked to a constituent containing not only genitive features but also lower nominative/accusative features. Holding these LIs crosslinguistically stable, the variation attested in this domain is modeled as depending on the amount of functional structure lexicalized by the nominal root in the different languages.
Using the accurate relative pronoun (RP) in a formal writing task presents challenges for writers since they seem to be influenced by forms used in the popular oral variety of French which are far from the linguistic norm (Blanche-Benveniste, 2010). Studies describing the teaching of the relative clause (RC) in the secondary classroom have highlighted the problems encountered by students not only with handling this grammatical object, but also with using their grammatical knowledge in revising their text (Dolz & Schneuwly, 2009). However, to our knowledge, no study has yet been conducted to conceive and test an intervention for teaching RCs in French L1 classes. Based on theoretical and empirical work converging toward the fostering of sustained verbal interactions throughout grammatical and revision instruction, a series of lessons was implemented with 52 grade nine students enrolled in a French course (Montreal, Canada). Pretest and posttest texts were analysed in terms of RC frequency, usage and accuracy. While no difference was found in the general frequency of RCs, results show a significant increase in the use of complex RPs. Students, especially the weaker ones, also make significantly fewer mistakes overall on RPs and also on complex RPs. These results could indicate that certain structures associated with complexity and formal register are used more frequently and more accurately during written production after our intervention. Our results contribute to the ongoing discussion on the complementarity between direct grammar instruction and writing and revision instruction and their positive impact on students' syntactic constructions in texts.
