L'apprentissage de l'orthographe lexicale en leçon chez des élèves de deuxième année du primaire

RESUME: Cette recherche a pour but de connaitre la realite que vivent les eleves de deuxieme annee du primaire lorsqu'ils apprennent l'orthographe des mots en lecon. Ces realites ont ete comparees en fonction du milieu socioeconomique de l'ecole (favorise ou defavorise), du sexe des eleves et de leur niveau de competence en orthographe lexicale (avec ou sans difficulte). C'est par l'entremise d'une rencontre de 30 minutes que 40 eleves de deuxieme annee du primaire, de la region du Bas-Saint-Laurent et de la Gaspesie, ont ete rencontres a tour de role a leur ecole respective. Ces rencontres ont permis d'en apprendre davantage au sujet de l'apprentissage de l'orthographe lexicale en lecon. Chaque rencontre etait divisee en trois parties. La premiere partie, un entretien en situation de tâche d'apprentissage ou les eleves devaient memoriser l'orthographe de deux nouveaux mots, a permis d'observer les methodes que privilegient les eleves lorsqu'ils apprennent l'orthographe des mots. La deuxieme partie, un entretien semi-dirige a donne la chance aux eleves de s'exprimer au sujet de cet apprentissage. Ainsi, il a ete possible de discuter avec eux entre autres du temps qu'ils consacrent a cette etude, des strategies qu'ils utilisent, de l'aide qu'ils recoivent, de l'interet qu'ils portent a cette tâche et de leurs perceptions quant a l'utilite de cet apprentissage. Pour clore la rencontre, les deux mots appris en premiere partie ont ete dictes aux eleves et ces derniers devaient les ecrire sans les regarder. Cette derniere partie de la rencontre a notamment permis de verifier l'efficacite des methodes utilisees. L'analyse qualitative de ces rencontres a mene a des resultats fort instructifs. Dans l'ensemble, les eleves semblent peu outilles devant cet apprentissage. D'ailleurs, ils semblent etudier peu l'orthographe des mots qui leur sont soumis. Des differences entre les sexes, les niveaux de competences ainsi qu'entre les milieux socioeconomiques ont egalement ete identifiees. Cette recherche permet de proposer que l'ecole et la famille s'unissent afin d'aider les eleves a acquerir des methodes efficaces pour apprendre l'orthographe des mots en lecon. Ainsi, nous pourrons aider les jeunes scripteurs quebecois a ameliorer leur francais ecrit et plus particulierement a memoriser l'orthographe des mots. -- ABSTRACT: The goal of this research is to understand the realities of second grade elementary school students leaming words spelling as homework. These realities were compared by taking into account the school's social and economic environment (advantaged or disadvantaged), students' gender, as weIl as their lexical spelling competency level (with or without difficulties). We conducted 30 minutes individu al interviews with 40 second grade elementary school students from the Bas-Saint-Laurent and Gaspesie area which we met in their respecti ve school. These interviews allowed us to get more information about leaming lexical spelling as homework. Each interview was divided into three parts. In the first, we interviewed the student in a learning task situation where they had to memorize the spelling of two new words, which allowed us to observe the methods they used to learn words spelling. In the second part, students had the opportunity to express themselves on this learning process in a serni-structured interview. We were therefore able to discuss with them the amount of time they dedicated to studying those problems, the strategies they use, the help they get, their level of interest for this task and their perception of this leaming's usefulness. To conclude the interview, the two words learned in the first were dictated to students and they had to write them without looking at their spelling. With this last part of the interview, we had the opportunity to evaluate the efficiency of the learning methods used. The qualitative analysis of these interviews produced very informative results. Overall, students seem ill-equipped for this leaming. As a matter of fact, they didn't seem to put much time into studying the words that were submitted to them. Sorne differences were also identified in regard to genders, competency levels and the social and econornical environment. This research allows us to suggest that the school and the family should work together to help students acquire efficient methods to learn words spelling as homework. This way, we could help Quebec's young writers improve their written French abilities and specifically their capacity to memorize words spelling.