Factors lingüístics vinculats al coneixement de les arrels llatines i gregues: origen i freqüència

Article Sidebar

PDF (Français (Canada))

Main Article Content

Kathleen Whissell-Turner
Université du Québec à Montréal
https://orcid.org/0000-0002-1090-0964
Anila Fejzo
Université du Québec à Montréal
https://orcid.org/0000-0002-7796-1390
Rihab Saidane
Université du Québec à Montréal
https://orcid.org/0000-0002-1851-5382

Des del final de l'escola primària, els alumnes experimenten dificultats amb els textos informatius (Progress in International Reading Literacy Study [PIRLS], 2011), les paraules dels quals es componen d'arrels llatines i gregues (ex. Green, 2008). Investigacions recents han identificat que les paraules rares (Cervetti et al., 2015) o abstractes (Hiebert et al., 2019) contribueixen a una comprensió errònia. Aquesta investigació descriptiva té com a objectiu verificar si l'origen de les arrels, la freqüència de les paraules i la freqüència de les arrels es relacionen amb el coneixement de les arrels llatines i gregues en 34 alumnes francòfons de 6è any de primària. Els resultats revelen que els alumnes produeixen més errors relacionats amb el significat de les arrels llatines que de les arrels gregues. Tot i això, no es va trobar relació entre la freqüència de paraules o arrels i l'exercici dels alumnes en la prova de coneixement d'arrels llatines i gregues.

Paraules clau
Arrels llatines i gregues, Vocabulari disciplinari, Origen de les arrels, Freqüència de paraules, Freqüència d'arrels

Article Details

Com citar
Whissell-Turner, Kathleen et al. «Factors lingüístics vinculats al coneixement de les arrels llatines i gregues: origen i freqüència». Bellaterra: journal of teaching and learning language and literature, 2022, vol.VOL 15, núm. 3, p. e1069, doi:10.5565/rev/jtl3.1069.
Drets
Creative Commons License

Aquesta obra està sota una llicència internacional Creative Commons Reconeixement 4.0.

(c) Kathleen Whissell-Turner, Anila Fejzo, Rihab Saidane, 2022

Biografies de l'autor/a

Kathleen Whissell-Turner, Université du Québec à Montréal

Université du Québec à Montréal. Candidate au doctorat en éducation

Anila Fejzo, Université du Québec à Montréal

Université du Québec à Montréal. Professeure au département de didactique des langues

Rihab Saidane, Université du Québec à Montréal

Université du Québec à Montréal. Candidate au doctorat en éducation.

Referències

Bar-Ilan, L., & Berman, R. A. (2007). Developing register differentiation: The Latinate-Germanic divide in English. Linguistics, 45(1), 1-35. https://doi.org/10.1515/LING.2007.001

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary in-struction (2e ed.). The Guilford Press.

Bertrand, O. (2011). Histoire du vocabulaire français. Éditions de l'école Polytechnique.

Blachowicz, C., & Fisher, P. J. (2010). Teaching vocabulary in all classrooms (4th ed). Ally & Ba-con.

Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of educational research, 80(2), 144-179. https://doi.org/10.3102/0034654309359353

Caramazza, A., Laudanna, A., & Romani, C. (1988). Lexical access and inflectional morphology. Cognition, 28, 297-332. https://doi.org/10.1016/0010-0277(88)90017-0

Caramazza, A., Miceli, G., Silveri, M. C., & Laudanna, A. (1985). Reading Mechanisms and the Organisation of the Lexicon: Evidence from Acquired Dyslexia. Cognitive Neuropsychology, 2(1), 81-114. https://doi.org/10.1080/02643298508252862

Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189-209). Erlbaum. https://doi.org/10.4324/9780203773291

Casalis, S., & Janiot, M. (2009). Reconnaissance de mots écrits chez les enfants dyslexiques et nor-molecteurs: effets du voisinage orthographique. In N. Marec-Breton, A.-S. Besse, F. De La Haye, N. Bonneton-Botté, & E. Bonjour (Eds.), L'apprentissage de la langue écrite (pp. 67-79). Presses universitaires de Rennes.

Cervetti, G. N., Hiebert, E. H., Pearson, P. D., & McClung, N. A. (2015). Factors That Influence the Difficulty of Science Words. Journal of Literacy Research, 47(2), 153-185. https://doi.org/10.1177/1086296X15615363

Chialant, D., & Caramazza, A. (1995). Where is morphology and how is it processed? The case of written word recognition. In L. Feldman (Ed.), Morphological aspects of language pro-cessing: cross-linguistics perspectives (pp. 55-76). Lawrence Erlbaum Associates.

Crosson, A. C., & McKeown, M. G. (2016). Middle School Learners' Use of Latin Roots to Infer the Meaning of Unfamiliar Words. Cognition and Instruction, 34(2), 148-171. https://doi.org/10.1080/07370008.2016.1145121

Crosson, A. C., McKeown, M. G., Moore, D. W., & Ye, F. (2019). Extending the bounds of mor-phology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents. Reading and Writing, 32(3), 689-727. https://doi.org/10.1007/s11145-018-9885-y

Crosson, A. C., & Moore, D. (2017). When to take up roots: The effects of morphology instruction for middle school and high school English learners. Reading Psychology, 38(3), 262-288. https://doi.org/10.1080/02702711.2016.1263699

Gala, N., François, T., Bernhard, D., & Fairon, C. (2014). Un modèle pour prédire la complexité lexicale et graduer les mots. Traitement Automatique des Langues Naturelles (TALN’2014), 91-102. https://hal.archives-ouvertes.fr/hal-01001916

Green, T. M. (2008). The Greek and Latin roots of English (4th ed.). Rowman & Littlefield.

Hiebert, E. H., Scott, J. A., Castaneda, R., & Spichtig, A. (2019). An Analysis of the Features of Words That Influence Vocabulary Difficulty. Education Sciences, 9(1), 1-24. https://doi.org/10.3390/educsci9010008

Kuo, L., & Anderson, R. C. (2006). Morphological Awareness and Learning to Read: A Cross-Language Perspective. Educational Psychologist, 41(3), 161-180. https://doi.org/10.1207/s15326985ep4103_3

Lété, B., Sprenger-Charolles, L., & Colé, P. (2004). Manulex: A grade-level lexical database from French elementary-school readers. Behavior Research Methods Instruments & Computers, 36, 156-166. https://doi.org/10.3758/BF03195560

LIF-TALEP (2012). Polymots. http://polymots.lif.univ-mrs.fr/v2/

McKeown, M. G., Crosson, A. C., Moore, D. W., & Beck, I. L. (2018). Word knowledge and comprehension effects of an academic vocabulary intervention for middle school students. American Educational Research Journal, 55(3), 572-616. https://doi.org/10.3102/0002831217744181

Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 269-284). Lawrence Erlbaum Associates.

Nagy, W., & Townsend, D. (2012). Words as Tools: Learning Academic Vocabulary as Language Acquisition. Reading Research Quarterly, 47(1), 91-108. https://doi.org/10.1002/RRQ.011

Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759

Observatoire de linguistique Sens-Texte (2022). Lexique Scientifique Transdisciplinaire Junior. http://olst.ling.umontreal.ca/lst_junior/lst_junior_stats.8.php

Perfetti, C. (2007). Reading Ability: Lexical Quality to Comprehension. Scientific Studies of Read-ing, 11(4), 357-383. https://doi.org/10.1080/10888430701530730

Perfetti, C., & Stafura, J. (2014). Word Knowledge in a Theory of Reading Comprehension. Scien-tific Studies of Reading, 18(1), 22-37. https://doi.org/10.1080/10888438.2013.827687

Progress in International Reading Literacy Study (2011). PIRLS 2011 International Results in Read-ing. TIMSS & PIRLS International Study Center.

Rasinski, T. V., Padak, N., Newton, R. M., & Newton, E. (2008). Greek & Latin Roots. Keys to Building Vocabulary. Shell Education.

Reichle, E. D., & Perfetti, C. A. (2003). Morphology in Word Identification: A Word- Experience Model that Accounts for Morpheme Frequency Effects. Scientific Studies of Reading, 7(3), 219-237. https://doi.org/10.1207/S1532799XSSR0703_2

Stockwell, R., & Minkova, D. (2001). English words: History and structure. Cambridge University Press.

Templeton, S. (1983). Using the Spelling/Meaning Connection to Develop Word Knowledge in Older Students. Journal of Reading, 27(1), 8-14. https://www.jstor.org/stable/40029290

Tremblay, O., Drouin, P., & Saidane, R. (2022). Constitution d’un corpus de manuels scolaires en usage à l’école primaire pour l’élaboration d’une liste de vocabulaire transdisciplinaire. [Manuscript submitted for publication]. Département de didactique des langues, Université du Québec à Montréal.

Whissell-Turner, K., & Fejzo, A. (2021). Knowledge of Greek and Latin Roots is Related to Read-ing Comprehension. The Canadian Journal of Applied Linguistics, 24(3), 61-78. https://doi.org/10.37213/cjal.2021.30473