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La compréhension du lexique dans les manuels scolaires d’histoire : Un exemple de recherche en lisibilité linguistique

Abstract : This article is part of a larger research project on the linguistic readability of texts from history school textbooks for pupils from age 9 to 11. Some studies on readability have used lexical frequency lists in their theoretical model to extract opaque words from texts. By this means, we studied the readability of a corpus of history textbooks, using mathematical readability formulas as well as comparing the words to lexical frequency lists. However, this strategy alone seems not without risk, mainly because the parameters operating the formulas are, most of the time, formal, and only acknowledge the word as a free unit, disregarding its context (the sentence, for example). In this regard, we studied the comprehension of texts from textbooks destined to pupils from French classes CM1 and CM2 (the third cycle of primary school in France). It appeared to us that analyzing comprehension would lead us to a better understanding of the origin of readability issues. Two texts were selected in textbooks and opaque words were extracted using the aforementioned protocol. From these words, sorted by order of potential comprehension difficulty, we created a question sheet, aiming to understand the reasons behind their difficulties. The aim was to analyze the comprehension strategies employed by the pupils. Our first conclusions tend to emphasize that acknowledging the lexicon as a single unit is not a rewarding strategy, as well as showing the utmost importance of context, a parameter often overlooked in readability formulas.
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Submitted on : Thursday, June 20, 2019 - 3:13:30 PM
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Maude Elola, Marie-Noëlle Roubaud. La compréhension du lexique dans les manuels scolaires d’histoire : Un exemple de recherche en lisibilité linguistique. Repères- Dorif : autour du français : langues, cultures et plurilinguisme, Do.Ri.F Università - Roma, 2018. ⟨hal-02135340⟩

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