Tóm tắt luận án_Tiếng Anh

HANOI UNIVERSITY Department of post-graduate studies CATHOLIC UNIVERSITY OF LOUVAIN Faculty of Philosophy, Arts and Letters LA COHÉRENCE TEXTUELLE EN FRANÇAIS ET APPLICATIONS PÉDAGOGIQUES (Textual coherence in French and pedagogic applications) Thesis summary Presented by : NGUYEN Hong Hai Under the direction of: Prof Dr Silvia LUCCHINI (Catholic University of Louvain) Prof Dr VU Van Dai (Hanoi University ) Hanoi, 2022 HANOI UNIVERSITY Department of post-graduate studies CATHOLIC UNIVERSITY OF LOUVAIN Faculty of Philosophy, Arts and Letters LA COHÉRENCE TEXTUELLE EN FRANÇAIS ET APPLICATIONS PÉDAGOGIQUES (Textual coherence in French and pedagogic applications) Thesis summary Presented by : NGUYEN Hong Hai Under the direction of: Prof Dr Silvia LUCCHINI (Catholic University of Louvain) Prof Dr VU Van Dai (Hanoi University ) For obtaining the degree of Doctor of French Language (University of Hanoi) and Doctor of Languages and Letters (Catholic University of Louvain) Field: French Language Code: 9.22.02.03 Hanoi, 2022 INTRODUCTION Problem Whether the sentence is judged to be grammatically correct or not, the text must obey well-defined rules to be considered coherent by the reader Therefore, coherence is an essential object of study when it comes to learning a language However, the mastery of textual coherence by learners is a thorny learning process Some studies conducted in French as a first language such as those by Cornish (1996) and Apothéloz, Mieville and Grize (1989) show that the construction of texts respecting the rules of textual coherence is not an easy task even for a native This work is even more complex as each text must respond to a code specific to its genre, which requires adaptation to the communication situation Thus, the acquisition of textual coherence is difficult for non-native speakers such as Vietnamese learning French as a foreign langue (FFL) During our teaching of FFL at French Department (from now on “FD” ), University of Languages and International Studies - National University of Vietnam in Hanoi (from now on “ULIS”  ), we have often been confronted with student’s writing whose lack of textual coherence, especially that of the argumentative texts, put us in disarray Students encounter, in fact, difficulties in organizing and structuring their writting, in using logical connectors, punctuations and in divising a text into paragraphs They not know how to link ideas or master the processes that contribute to advancing the text and making it more coherent If they can produce correct sentences and paragraphs from the grammatical point of view, they often experience difficulties in assembling these units into a coherent textual whole, since a well-made text includes a structuring consistent with all of its constituents Since the beginning of our teaching of argumentative texts in French, it was difficult for us to formulate precisely, to ourselves and to the students, what was wrong with their text in terms of coherence and argumentation Detecting problems of consistency in the texts was based on an intuition that had developed during our teaching without ever relying on solid theoretical and practical foundations Consequently, we could not often bring the students to perceive the errors of textual coherence and to remedy them This reality led us to choose as the subject of the doctoral thesis: Textual coherence in French and educational applications Through this research work, we plan to make the concept of coherence operational for our public of students as well as for those who teach and correct their writings The study of textual coherence in argumentative text requires a research about the structure of the discursive genre to which it belongs (the way in which the text progresses, the connectors, the elements of nominal and pronominal repetition, the articles, the context in which it is produced, etc.) Consequently, the didactic device that we propose for the teaching of the coherence in argumentative texts plans to abandon the writing approach in force in Vietanamese university establishments which includes the readingcomprehension of different textual types (descriptive, narrative, informative, explanatory, argumentative) followed by writing activities It refers to the didactic model of the discursive genres with regard to the indisputable advantages attested by the didacticians of writing The consistency criteria that we will highlight will help to specify the dysfunctions observed in the student copies Our study will revolve around five main axes, namely 1) the argumentative text, 2) the discursive genre, 3) the textual coherence, 4) the writing process, 5) the teaching device We are thus brought to the crossroads of three vast areas of research These are textual linguistics, argumentation and didactics These three fields of investigation themselves call on several disciplines: pragmatics, cognitive psychology, rhetoric, etc As a result, our study will be part of a broader theoretical framework claiming many influences Research objectives The general objective of our research is to propose a teaching-learning device of textual coherence for an argumentative genre in order to allow teachers and learners to improve their respective skills Our specific objectives are as follows - specify the criteria of consistency in an argumentative genre; - build an analysis grid serving as a theoretical basis for the production and correction of this type of text; - detect the most frequent errors related to coherence in students' argumentative texts; - propose a device for teaching the coherence of an argumentative genre to Vietnamese students learning French as a foreign language Questions et hypothesis of research Based on the above objectives, our thesis will have the task of solving the initial problem raised by the following question: How to make the concept of the coherence of argumentative texts operational both for teachers and for Vietnamese students learning French as a foreign language , in order to set up a didactic device for its teaching? To answer this general question, we ask ourselves the following specific questions: What are the criteria for consistency in argumentative genres in French? What are the major difficulties of Vietnamese students, in terms of coherence of the argumentative text and what are the reasons? What coherence teaching device can be offered to Vietnamese FLE students? For these research questions, we formulate the following hypotheses: Apart from the general criteria of textual coherence, the text belonging to an argumentative genre includes specific criteria of coherence in relation to the argumentation The greatest difficulties for students in ensuring the coherence of the argumentative text are linked to these specific criteria and are due to an insufficient mastery of the argumentative structure and the interference of the Vietnamese language on the French language The elaboration of a device which conditions both the teaching-learning of the criteria of the coherence of the text belonging to an argumentative genre and the processes involved in the production of the writing makes it possible to improve the skill of writing students in terms of the coherence of the argumentative text General research methodology Our research is carried out in the light of a theoretical framework which relates both to the criteria of the coherence of the argumentative text and to their didactics Thus, before embarking on an empirical study, we will examine the theories related to text, discursive genre, argumentation, textual coherence, which are at the crossroads of the fields of textual linguistics, rhetoric and pragmatics In a didactic perspective, we will define the criteria of the coherence of texts belonging to argumentative genres and will illustrate their respect or not by good and bad examples These are taken from editorials collected from French-language daily newspapers and copies from students in the department In order to complete the theoretical part, we will also study the concepts related to scriptural competence, the didactics of writing and the coherence of the argumentative text in FFL After determining the theoretical framework that underlies our thesis, we will proceed to the field study following the methodology of action research We will begin by diagnosing the difficulties that students encounter in terms of the coherence of the argumentative text and the teaching-learning practices in the course of writing that can account for it The observations on the shortcomings of the students and on the inappropriate teaching practices will lead us to develop a didactic device which will be evaluated by an experiment and modified for a later transfer During our field research, we will use observables made up of student copies, analyzed by a criteria grid relating to the argumentative text and developed by us, and questionnaires (addressed to students and teachers in the department) These different tools provide us with the quantitative and qualitative data necessary to carry out our research Plan of the thesis Our research is carried out in the light of a theoretical framework which relates both to the criteria of the coherence of the argumentative text and to the didactics of these Thus, before embarking on an empirical study, we will examine the theories related to text, discursive genre, argumentation, textual coherence, which are at the crossroads of the fields of textual linguistics, rhetoric and pragmatics In a didactic perspective, we will define the criteria of the coherence of texts belonging to argumentative genres and will illustrate their respect or not by good and bad examples These are taken from editorials collected from French-language daily newspapers and copies from students in the department In order to complete the theoretical part, we will also study the concepts related to scriptural competence, the didactics of writing and the coherence of the argumentative text in FFL After determining the theoretical framework that underlies our thesis, we will proceed to the field study following the methodology of action research We will begin by diagnosing the difficulties that students encounter in terms of the coherence of the argumentative text and the teaching-learning practices in the course of writing that can account for it The observations on the shortcomings of the students and on the inappropriate teaching practices will lead us to develop a didactic device which will be evaluated by an experiment and modified for a later transfer During our field research, we will use observables made up of student copies, analyzed by a criteria grid relating to the argumentative text and developed by us, and questionnaires (addressed to students and teachers in the department) These different tools provide us with the quantitative and qualitative data necessary to carry out our research PART THEORETICAL FRAMEWORK In this part reserved for the theoretical bases, we will review the concepts which seem necessary to us to achieve the final objective of our research, which, we recall, consists in developing and evaluating according to a research-action methodology a device didactics aimed at teaching the argumentative text intended for Vietnamese university students learning French The first chapter will focus on the objective to be achieved: the argumentative text Thus, we will first define the text examined in its relationship with the discourse, the context, the genre and then the argumentation as being an approach to be mastered as well as its components We will show that the argumentative text is inseparable from the discursive genre to which it belongs, which will include argumentative textual sequences, which we will describe The second chapter will focus on the object of teaching, textual coherence We will focus in particular on defining an operational concept that is at the same time clear, relevant, simple and complete Thus, we tried to identify the factors that manage the production of a coherent text according to a particular enunciative context and a communicative intention in accordance with the discursive genre To this, we have gone through the key concepts concerning this notion and tried to identify the points most shared by specialists in the field Thus, coherence is considered not only as a property of the text, but also as a concept closely dependent on the interpretant It depends in a joint way on the realization of two internal dimensions (macrostructural, microstructural) and another, external (situational) The third chapter will be reserved for the verification of the operational notion highlighted in the previous chapter concerning the argumentative texts of the journalistic genre We will thus constitute the criteria of coherence by means of the meta-rules proposed by Charolles (1978) Each criterion will be illustrated with examples of its respect, taken from editorials in French, a textual genre that contains essential elements of the argument and those of its violation drawn from the student copies Thus, we found that the Problem and Opinion components of argumentative structure are implicitly discussed in editorials and readers must infer them through rs a thorough reading of the text Similarly, the writer sometimes hides his arguments behind convincing data, facts and argumentative examples, which characterizes the style of argumentation of journalists By taking into account these particularities of the argumentation in the press article, we have shown that the argumentative structure must be congruent with the context and the textual genre After defining the operational concepts that will allow us to describe and teach argumentative texts/genres, we will move on to defining a writing process, because, as Charolles says (1986, p.10), questions bearing on the cognitive processes of the production activity are " essential when we are concerned with didactics " Finally, in the fourth chapter, we will explore the didactics of the teaching of scriptural competence, since this is what it is also about in the case of the teaching of the writing of the argumentative text, focusing on the editorial processes and the models of existing devices that are based on them In this chapter, we have presented the critical analyzes of the models of written production in order to retain the elements that a device for teaching the coherence of the argumentative text must absolutely take into account Our principles favor a textual approach which consists in helping students to structure their argumentative text and to ensure consistency in a particular genre, by taking care to define, in the instructions, the situation of production of the text We will end this part on the principles of elaboration of the didactic device that we will propose and evaluate in the second part of this thesis according to the methodology of research-action Indeed, following the principles of action research that we have adopted, given that we are aiming for a change in practices on the part of the actors concerned, we will base the content of the system not only on the theoretical foundations presented in this first part, but also on the problematic situation in terms of difficulties in writing argumentative texts and initial skills in terms of textual coherence PART FIELD RESEARCH As field research, we will carry out three studies The first and the second aim to answer the first question of the research, which was stated in the problematic and which evolved following the highlighting, in the first part of this work of the criteria of coherence: - What are the difficulties of Vietnamese students, in terms of coherence of the argumentative text, in particular the meta-rules of relationship, repetition and progression? The third study addresses the second research question, namely: - What system for teaching coherence, in the case of a discursive genre with a dominant argumentation, can we offer Vietnamese students in French as a foreign language? To answer this question, we are going to experiment with a device for teaching coherence designed from an existing device, but adapted (Itinéraires), which aims to acquire scriptural competence in discursive genres We have, in fact, highlighted, in the first part, the importance of integrating the discursive genre in the teaching of coherence and its meta-rules The device is also based on the writing processes described in chapter of the first part, in particular on the revision of the written text, giving rise to successive rewritings Concerning the structure of the second part, in chapter 5, we will present the general methodology of the research To justify our methodological choice, we will first mention the contextual aspects of field research We will first describe the current program of the FD of ULIS and developed for the teaching of the argumentative text in French We will continue with the presentation of the subjects participating in the three studies, namely the students and the teachers The general methodological framework, which is that of action research, will then be approached with five stages, namely: Determination of the problematic situation Development of a device for teaching the coherence of the argumentative text Testing of the device developed Device evaluation Modification of the device for later transfer In order to analyze or evaluate the coherence in student papers that we will obtain in stage or stage of the action research, we resort to the criteria grid that we have constructed in the light of the theoretical framework appearing in the first part of the thesis Chapters 6, and relate respectively to the three studies we conducted Each chapter includes a first point on the methodology specific to each study It is followed by the presentation of the results The first study presented in Chapter consists of analyzing errors in student papers It highlighted the failures in them in terms of coherence of the argumentative text and which are related to almost all the criteria of coherence, especially with the vocabulary, the argumentative structure, the thematic progression, the sequence of ideas and the use of connectors With regard to the meta-rule of relation, the analyzes showed that the students had not acquired the lexical competence necessary to choose terms or expressions in an appropriate way Their errors result both from linguistic interference and from a lack of vocabulary on the subject and on the argument In addition, the argumentative structure is not respected in several texts although it is integrated into the course program For the meta-rule of repetition, it should be noted that the linguistic and textual means in Vietnamese not always coincide with those of French, which makes the transfer of textual competence difficult for Vietnamese learners If French speakers use various reference procedures in an argumentative text, it is not certain that a Vietnamese learner writer uses them easily, because these phenomena not exist in his mother tongue or appear there otherwise Indeed, anaphoric pronouns, for example, seem to be a source of difficulty, given that the Vietnamese use few pronouns When the recovery is essential, it is the faithful recovery which will be privileged among other processes As for the meta-rule of progression, learners find it difficult to advance their text by adding new elements, especially at the paragraph level, when they have to give support points to an argument In addition, student papers often lack connectors and if they are used, they are not always appropriate to the context The analyzes of the student papers gave us a general overview of the difficulties encountered by the learners during the written production They are supplemented by information on the practice of teaching-learning the coherence of the argumentative text from the surveys by questionnaire that we will present in the following chapter The second study appearing in chapter and aiming to complete the answer to the first research question, focused on teaching-learning practice Using a questionnaire survey of teachers and students of FD, this study revealed practices likely to cause difficulties for novice student-writers when writing argumentative texts We concluded that, to improve scriptural competence, in particular that of the coherence of the argumentative text, it was necessary to teach students to: – write argumentative texts adapted to the contexts and to the argumentative genre (articles, letters from readers, argumentative essays with a clear structure allowing the reader to grasp and memorize the important points); - defend and develop their point of view with appropriate arguments and relevant supporting details; – use a wide variety of connectors with relevance to clearly mark the relationships between ideas or statements – effectively use the different procedures to use a term, an expression or an idea in the text, coordinate them and link them into coherent units, providing new relevant and sufficient information and avoiding contradictory statements Given the problematic situation of Vietnamese teaching-learning of the production of coherent argumentative texts, the study will focus, in chapter 8, on the construction of a teaching device to improve scriptural competence in consistency of the predominantly argumentative text To meet this goal, we have put forward the hypothesis that a device that mobilizes elements such as appropriate support from the teacher, interactions between peers for revision and rewriting that not exist in the current device, and that targets the difficulties that learners experience in the application of the meta-rules of coherence will have a positive impact on the learning of textual coherence The device on which we will base our didactic interventions is called Routes This device designed by Colognesi (2015) has shown its effectiveness in improving the writing skills of students in their French mother tongue course in Belgium It mainly consists of: – allow students to act (write, adjust, analyze) on the text; – support the writing process; - propose times for text confrontation between peers; – time to adjust the writing via rewritings – suggest metacognitive mediations (Colognesi, 2015, 10 p 117) This developed device was adopted for our context of teaching the coherence of the argumentative text with adaptations at the level of computer tools, scaffolding, peer interactions and metacognitive mediations The schematization of the adapted "Routes" device is shown in the diagram below: Figure 1: Schematization of the Routes device (Colognesi, 2015) adapted for teaching the coherence of the argumentative text to French students The implementation of this device confirmed our hypothesis that teaching model, which conditions both explanation by the teacher and peer interactions for review and rewriting, can improve the ability to write coherent argumentative texts Modifications for new use were suggested in the qualitative analysis of text progression GENERAL CONCLUSION At the end of this research, which is entitled: Textual coherence in French and educational applications, it is appropriate to recall our concern which aroused it As a teacher, we were concerned about the difficulties that students experience 11 in terms of the coherence of the argumentative text Without being able to explain to them the concept of coherence to improve their written competence nor to explain for ourselves the evaluation criteria of this one, we carried out research aiming at proposing a didactic device of the coherence of the argumentative text for the writing course Based on this objective, we asked ourselves the following question How to make the concept of the coherence of argumentative texts operational both for Vietnamese teachers and students learning French as a foreign language? This general question is concretized by various specific questions: What are the criteria for consistency in argumentative texts in French? What are the major difficulties of Vietnamese students, in terms of the coherence of the argumentative text? What coherence teaching device can be offered to Vietnamese FLE students? Our research was thus based on specific hypotheses: Apart from the general criteria of textual coherence, the argumentative text has specific criteria of coherence in relation to argumentation The greatest difficulties for students in ensuring the coherence of the argumentative text are related to these specific criteria We can improve the writing skills of students in terms of the coherence of the argumentative text thanks to a device that conditions both: the support of the criteria of the coherence of the argumentative text, the collaborative work for the revision of the copies and rewriting To validate or refute these hypotheses, we have divided the thesis into two parts which respectively consist of four chapters each The first part is reserved for theoretical reflections around key concepts related to both the coherence of the argumentative text and the didactics of it Indeed, we have, first of all, highlighted the theoretical frameworks of the notions and points of view already adopted on the subject, namely: the notions of " text " in general in connection with the " context " and the " speech " To this, we based ourselves on the distinction of these notions proposed by Adam (2001, p 39) After having defined the notions of text and discursive genre, we approached the argumentative text with its characteristics as well as its components Then, we adopted as an operational notion, that of coherence proposed by Charolles (1978) 12 and supplemented by that of Lundquist (1980) This choice is guided by two reasons: – This notion of coherence is formulated in four complementary meta-rules which cover different aspects of the text – These four meta-rules of Charolles can be linked to the three levels (thematic, semantic and pragmatic) of coherence proposed by Lundquist (1980) in a textual analysis model which could facilitate the interpretation and reception of a text Starting from the notion of coherence conceived by Charolles, we have identified as precisely as possible the factors whose presence in an argumentative writing gives the text a coherent character Thus, we have answered the first research question concerning the criteria of coherence in argumentative texts in French appropriate to our didactic purpose In order to equip ourselves with the principles of elaboration of a device which aims to teach the coherence of the argumentative text in writing courses, we studied the components of the scriptural competence, the process of writing as well as the didactic models of written output In the light of the theories of textual linguistics and didactics of FFL, in the second part of the thesis, we carried out a field research which adopted the methodology of research-action and which resorted to different measurement instruments More precisely, we started from the diagnosis of the problematic situation of the teaching-learning of the coherence of the argumentative text in the course of writing to develop a didactic device which would be implemented, then evaluated before being modified for subsequent transfers In the different stages of the field research, we used observables made up of student copies and questionnaires addressed to teachers and students of the FD At the diagnostic stage, these observables informed us of the failures in the students in terms of textual coherence and the regular teaching-learning practices that can account for them At the evaluation stage, the student copies were used to measure the impact of the device developed on progress in terms of consistency In order to analyze these copies, we used a criteria grid that we had built from the criteria of the coherence of the argumentative text This didactic grid includes on the one hand indicators which make it possible to collect both quantitative and qualitative data in the 13 productions of students and, on the other hand, a scale to evaluate their scriptural competence at the level of coherence by grades The grid therefore plays a support role both for the diagnosis of the difficulties encountered by the students and for the evaluation of their production Once the methodological framework of our action research had been determined, we undertook three complementary studies: – study of textual consistency errors; - study of the teaching-learning practices of writing and the coherence of the argumentative text; – study concerning the construction and the experimentation of a didactic device for the course of the writing of the argumentative text for Vietnamese students according to the principles which promote on the one hand the interactions between peers for the revision and the rewriting and on the other hand the linguistic and pragmatic supports The first two studies consist of identifying the major difficulties that students encounter in writing coherent argumentative texts and bringing to light the inappropriate didactic practices in the current system in force in FD which are likely to account for them To conclude these studies, we resorted to the observation of the copies of the students having followed the course of writing of the argumentative text and to the surveys by questionnaires with the actors of the training, namely the teachers and the students of the department They thus enabled us to answer the second research question with the following observations: – The major difficulties of the students concern as much the specific criteria of coherence in relation to the argumentative text as the general criteria of this one Most students struggle with vocabulary and argument structure Thematic progression and connectors also pose great difficulties for many students – Coherence is partially taught in the written production course through lessons on the use of connectors, textual articulators and argumentative structure, but the students have not mastered it sufficiently At the vocabulary level, linguistic interferences leave negative impacts on the choice of terms appropriate to the text genre and the context Then, the formulation of the arguments and the illustration for them require more scaffolding by the teacher and practice by the learner The defects observed make the statements produced 14 unintelligible, prevent the writer from making himself understood and from clearly communicating his intentions to the reader – Students not write enough, despite the support efforts of teachers in class Collective activities, the writing of short texts, correction/revision by peers were among the pedagogical approaches carried out during the course by a minority of teachers, but did not encourage, as they should have, the learners to write better Their demotivation for written production prevented them from making progress in this area To remedy this problematic situation, it was essential to make a change in the methodology of writing and didactic practice through an appropriate, welldesigned device that takes into account the difficulties and shortcomings of learners as well as their needs This teaching device required a division into qualitative, temporal and quantitative units to facilitate the work of teachers and learners It is adapted to our public of students by helping them to manage very complex procedural operations: designing the writing as a whole (communication situation, content, organization of words, putting into words) and can serve as a guide without sterilizing constraints for teachers This device was the subject of our third study on didactic interventions Our hypothesis is that a teaching model that conditions both teacher scaffolding and peer interactions for revision and rewriting can improve scriptural competence at the level of argumentative text coherence By applying the "Routes" system designed by Colognesi, which meets these conditions, and which has proven its effectiveness for low-level French students in Belgium, we assumed that it could also have had positive impacts on the scriptural competence of Vietnamese students in their writing classes For a good implementation of the device, we however adapted this device in order to appropriate it to our context of teaching - learning In fact, we made changes that took into account the difficulties and gaps of learners, their needs as well as the technical conditions of online courses during the COVID19 pandemic First, the adapted device gave priority to the support on the criteria of coherence causing the most difficulties for the students Then, interactions between peers for revision and writing took place in writing, then orally to promote learner collaboration Metacognitive mediations, for their 15 part, were not exploited in this system due to the technical conditions and the large number of each class (about 20-25 students) Finally, the entire system was implemented using computer applications such as Zoom and Google Doc, which facilitate exchanges both between the teacher and the students and between the students themselves Following the adaptations of " Itinéraires ", we put it into experimentation The two groups (GE and GC) made up of second-year students in FD (15 students for each group) took part in a one-month argumentative text writing course The EG worked with our device and focused on the criteria Argumentative structure, Vocabulary, Thematic progression, Sequence of ideas, Use of connectors which are related to the meta-rules of relation and progression while the GC follows an ordinary course where the aforementioned criteria of coherence are taught through reading-comprehension exercises and decontextualized exercises extracted from grammar methods and lexicons After the experiment, we carried out qualitative and quantitative analyzes of the student copies, in order to validate the effectiveness of the "Routes" device on the development of scriptural competence in terms of the coherence of the argumentative text The main contributions of this system could be summarized in the following points: – It made the students progress significantly in terms of the overall coherence of the text Progressions are detected by a quantitative analysis, reinforced by a qualitative analysis of student texts – He overcome the difficulties of Vietnamese students regarding the ability to develop an argument, to bring new information, to link ideas and to use connectors – He highlighted the role of collective revision and rewriting in learning to write These phases play important roles in the acquisition of scriptural competence in general and textual coherence in particular For learners, this is the time to exchange ideas with their classmates, to take a step back to reread, rewrite and consolidate their knowledge in the subject – By creating new meanings in the construction of coherence, this device helps students to express themselves not only in writing, but also orally The discussion activities among peers and with the teacher encouraged them to present their point of view in writing and then orally Thanks to the contributions of the experimented device, we believe that 16 our research will have a positive impact on the teaching of French as a foreign language in Vietnam It could help French teachers to set up innovative practices for teaching argumentative textual production, in compliance with evaluation criteria that take into account both the local aspect and the global aspect of the text Although our device presents undeniable contributions, it reveals limits that will have to be taken care of in the future – The students did not make great progress in vocabulary The use of imprecise expressions remains a shortcoming of learners that we have not been able to remedy This major difficulty of the students requires more didactic and methodological support activities by the teacher if we want a better efficiency of the device – Some achievements in the development of arguments, connectors, vocabulary were not maintained at the time of knowledge transfer to perform a new writing task However, the average of the students evolved positively between the beginning and the end of the experiment, which suggests that a prolonged implementation of the device can lead to significantly better results Given the above-mentioned limits, in perspective, we propose to build a program of the device over a longer period while targeting the major difficulties of the students 17 SELECTED BIBLIOGRAPHY Cornish, F (1996) Coherence: the lifeblood of anaphora Belgian Journal of Linguistics, 10, 37-54 Apotheloz, D., Mieville, D & Grize, J I (1989) Cohérence et discours argumenté Dans M Charolles (dir.), The Resolution of Discourse Processing Coherence or Consistency Dissonances (pp 68-87) Hamburg : Helmut Buske Verlag Charolles, M (1978) Introduction aux problèmes de la cohérence des textes Langue franỗaise, 38, 7-37 Charolles, M (1986) Lanalyse des processus rédactionnels : aspects linguistiques, psychologiques et didactiques Pratiques, 49, 3-21 Adam, J.-M (2001) En finir avec les types de textes Dans M Ballabriga (dir.) : Analyse des discours, types et genres : communication et interprétation (Coll Champs du Signe) (pp 25-43) Édition universitaire du Sud Lundquist, L (1980) La cohérence textuelle : syntaxe, sémantique, pragmatique Copenhague : NytNordiskForlag Colognesi, S (2015) Faire évoluer les compétences scripturales des élèves Thèse de doctorat, Université Catholique de Louvain, Louvain Colognesi, S & Lucchini, S (2018) Enseigner l’écriture : l’impact des étayages et des interactions entre pairs sur le développement de la compétence scripturale Canadian Journal of Education/Revue canadienne de l’éducation, 41 (1), 223249 https://doi.org/10.13140/RG.2.2.35253.99046 18