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Appréhender l’implicite dans le texte littéraire à l’école : le cas des présuppositions et des implicatures

Abstract : Understanding the implicit in the literary text at school: the case of presuppositions and implicatures. It is from a multidisciplinary perspective that brings together didacticians, linguists, literary theorists and psycholinguists that we address the question: how can we help pupils to identify and interpret implicits in literary texts in order to read better? We begin by presenting our corpus, which consists of films made in class during sessions of reading an album that bring into play two types of implicit, presuppositions and implicatures, for which psycholinguists have shown that children as young as five years old have a certain mastery in favourable contexts. The advantage of working with pupils on these two types of implicit is that it makes them aware that not all the information in a text is on the same level and that one must be particularly attentive to the choice of words used in a story in order to make a well-founded interpretative calculation. We then outline the avenues - both linguistic and literary - that we have explored in order to equip teachers, and this part of the article is an opportunity to indicate the extensions to be given to this type of study. Finally, we propose an analysis of a classroom situation in order to highlight students interpretative strategies (whether right or wrong) when they orally co-construct the overall meaning of a text on the basis of implicit clues such as presuppositions and implicatures. This examination, which highlight the importance of the teacher's role, lead in a feedback effect to specify and flesh out theoretical avenues likely to improve the teaching of the understanding of the implicit framework of a text.
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Contributor : Virginie Tellier Connect in order to contact the contributor
Submitted on : Monday, July 4, 2022 - 3:43:43 PM
Last modification on : Thursday, September 29, 2022 - 4:56:12 AM


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Anissa Belhadjin, Marie-France Bishop, Béatrice Godart-Wendling, Laurent Roussarie, Virginie Tellier. Appréhender l’implicite dans le texte littéraire à l’école : le cas des présuppositions et des implicatures. 8e Congrès Mondial de Linguistique Française - CMLF 2022, Jul 2022, Orléans, France. pp.06002, ⟨10.1051/shsconf/202213806002⟩. ⟨hal-03712885⟩



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