La théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves

The aim of our research is the description of the grammatical knowledge elaborated by students in the course of verb agreement instruction. This description is achieved through the analysis of the role played by the interactions between the three poles of the didactic triangle (student, teacher and...

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Autores principales:	Isabelle Gauvin, Marie-Claude Boivin
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2012
Materias:	Learning grammar didactic transposition chronogenesis topogenesis Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/d4d1ed4cedd64a1b8f20ad504d8e1a0f
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spelling	oai:doaj.org-article:d4d1ed4cedd64a1b8f20ad504d8e1a0f2021-11-25T13:23:00ZLa théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves10.5565/rev/jtl3.4742013-6196https://doaj.org/article/d4d1ed4cedd64a1b8f20ad504d8e1a0f2012-09-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/474https://doaj.org/toc/2013-6196 The aim of our research is the description of the grammatical knowledge elaborated by students in the course of verb agreement instruction. This description is achieved through the analysis of the role played by the interactions between the three poles of the didactic triangle (student, teacher and content) in the construction of the content taught. Chevallard’s theory (1985/1991) of didactic transposition constitutes the cornerstone of our work. The concepts of external didactic transposition (content to be taught) and internal didactic transposition (content actually taught) will be used to analyze didactical interactions. As a conceptual instrument, we use the pair chronogenesis/topogenesis to describe the transition from content to be taught to content actually taught and learned. This article focuses on the conceptual and methodological aspects associated with the study of didactic interactions in the classroom; results will be presented only in order to illustrate our approach, which lies within the theoretical framework of the didactic transposition theory. Isabelle GauvinMarie-Claude BoivinUniversitat Autònoma de BarcelonaarticleLearninggrammardidactic transpositionchronogenesistopogenesisSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 5, Iss 3 (2012)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	Learning grammar didactic transposition chronogenesis topogenesis Special aspects of education LC8-6691 Language and Literature P
spellingShingle	Learning grammar didactic transposition chronogenesis topogenesis Special aspects of education LC8-6691 Language and Literature P Isabelle Gauvin Marie-Claude Boivin La théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves
description	The aim of our research is the description of the grammatical knowledge elaborated by students in the course of verb agreement instruction. This description is achieved through the analysis of the role played by the interactions between the three poles of the didactic triangle (student, teacher and content) in the construction of the content taught. Chevallard’s theory (1985/1991) of didactic transposition constitutes the cornerstone of our work. The concepts of external didactic transposition (content to be taught) and internal didactic transposition (content actually taught) will be used to analyze didactical interactions. As a conceptual instrument, we use the pair chronogenesis/topogenesis to describe the transition from content to be taught to content actually taught and learned. This article focuses on the conceptual and methodological aspects associated with the study of didactic interactions in the classroom; results will be presented only in order to illustrate our approach, which lies within the theoretical framework of the didactic transposition theory.
format	article
author	Isabelle Gauvin Marie-Claude Boivin
author_facet	Isabelle Gauvin Marie-Claude Boivin
author_sort	Isabelle Gauvin
title	La théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves
title_short	La théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves
title_full	La théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves
title_fullStr	La théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves
title_full_unstemmed	La théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves
title_sort	la théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves
publisher	Universitat Autònoma de Barcelona
publishDate	2012
url	https://doaj.org/article/d4d1ed4cedd64a1b8f20ad504d8e1a0f
work_keys_str_mv	AT isabellegauvin latheoriedelatranspositiondidactiqueunoutilconceptuelpourdecrirelessavoirsgrammaticauxelaboresenclasseparleseleves AT marieclaudeboivin latheoriedelatranspositiondidactiqueunoutilconceptuelpourdecrirelessavoirsgrammaticauxelaboresenclasseparleseleves
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La théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves

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