Résumé:
The acquisition of a writing skill is defined as a process of acquiring a set of knowledge and skills that allow the writer to succeed in their writing. The set of these components that are gradually acquired in an educational support context depends on several factors. In this thesis, we used a neuro-cognitive approach to learning, which is informed by the latest studies in the field of educational neuroscience, in order to guide, in a new way, the follow-up of novice writers and optimize the process of teaching/learning writing in primary school. These studies highlight the contributions of neuroscience to the field of education and their impact on cognition. A wide range of results suggests the promising effects of this field of study on the development of learners' cognitive abilities in a global way. It is with this in mind that our work focuses, first, on the integration of neuro-educational content into the training program for newly recruited primary school trainers, for two reasons. The first is to raise teachers' awareness of the latest scientific discoveries. The second is to allow learners to benefit from innovative pedagogical devices. The implementation of pedagogical modalities informed by the contributions of cognitive sciences was almost eminent, which is why we were forced to initiate a cognitive class to be able to experiment with the effectiveness of the contents, techniques, and methods, and to be able to test other pedagogical approaches.
Largely inspired by the paradigms of cognitive classes, a set of techniques has been put in place in the process of learning French as a foreign language (FLE) to develop the attention, understanding, and memory of learners in the third, fourth, and fifth primary school levels in order to achieve writing skills. The results obtained show that the trend towards neuroscience, which invites the consideration of several parameters carried out in school and other extra-curricular settings, has strong effects on the development of the child's writing skills. In addition to the field surveys and experiments we conducted,
The originality of this thesis is to propose the use of a set of techniques for training working memory and long-term memory, as well as taking into account the time factor during the consolidation phase of the necessary knowledge, especially repetition. This has involved modifying annual plans, sequential learning processes, and school programs. This research has shown that the approaches taken have led to a writing process that is appropriate and beneficial for French as a foreign language (FLE) writers in primary school.
