Résumés
Résumé
L’évaluation de l’orthographe lexicale se fait généralement au moyen d’un dénombrement d’erreurs et par la simple cotation correcte/incorrecte. Cette méthode a pour conséquences d’offrir peu d’informations sur les connaissances orthographiques des élèves et de peu orienter les interventions des enseignants. S’appuyant sur les dimensions phonographiques, orthographiques et morphographiques de l’orthographe lexicale, cet article théorique propose une démarche d’analyse fine des erreurs pour les chercheurs s’intéressant à ce domaine, mais aussi pour les enseignants. Afin d’en illustrer le fonctionnement, des exemples d’erreurs en orthographe lexicale produits par deux élèves du primaire sont présentés et analysés. Enfin, les avantages et les limites associés à cette démarche sont décrits et discutés. Cet article contribue, d’une part, à une meilleure compréhension des connaissances langagières impliquées en orthographe lexicale et, d’autre part, à fournir des assises pour évaluer plus précisément les connaissances orthographiques.
Mots-clés :
- orthographe lexicale,
- évaluation, analyse fine des erreurs,
- erreurs d’orthographe,
- connaissances orthographiques
Abstract
Spelling assessment is generally made through a correct/incorrect scoring system to quantify students’ spellings. This method does not provide precise information on orthographic knowledge and is not intended to guide teachers in their interventions. Relying on the phonographic, orthographic and morphographic dimensions, this theoretical article proposes a fine-grained spelling analysis procedure for both researchers in education and teachers. To explain its inner workings, some examples of spelling errors made by two elementary students are presented and analyzed. Lastly, advantages and limitations related to this procedure are discussed. This article contributes to a better understanding of the language abilities that are implied in spelling and provides foundation to assess more accurately orthographic knowledge.
Keywords:
- spelling,
- assessment,
- fine-grained analysis,
- spelling errors,
- orthographic knowledge
Resumo
A avaliação da ortografia lexical faz-se geralmente através da contagem dos erros e pela simples cotação correto/incorreto. Este método tem como consequência oferecer poucas informações sobre os conhecimentos ortográficos dos alunos e de pouco orientar as intervenções dos professores. Com base nas dimensões fonográficas, ortográficas e morfográficas da ortografia lexical, este artigo teórico propõe uma abordagem de análise fina dos erros para os investigadores interessados neste campo, mas também para professores. Para ilustrar o seu funcionamento, são apresentados e analisados exemplos de erros em ortografia lexical produzidos por dois alunos do ensino básico. Finalmente, as vantagens e as limitações associadas a esta abordagem são descritas e discutidas. Este artigo contribui, por um lado, para uma melhor compreensão das competências linguísticas envolvidas na ortografia lexical e, por outro lado, para fornecer bases para se avaliar com mais precisão os conhecimentos ortográficos.
Palavras chaves:
- ortografia lexical,
- avaliação,
- análise fina de erros,
- erros ortográficos,
- conhecimento ortográfico
Parties annexes
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