La gestion du travail de groupe dans l'enseignement/apprentissage de la production écrite au collège.

Abstract

Our research aims to explore the effect of the management of group work on the development of the writing skills for middle school learners. This is to check how teachers organize and manage this way of working in order to lead learners to engage objectively and effectively in the drafting task. In order to carry out our experimentation, we have chosen to implement three tools of investigation: the questionnaire intended to teachers and learners, the observation of the various group works carried out in class and also qualitative and quantitative analyses of the students' written productions. Our research across the entire corpus has shown that group practice and its functioning method differ from a teacher to another. Indeed, groups that were formed according to students’ affinities and the heterogeneity of their skill level are more stimulated and motivated than those that were composed according to the students' location proximity or in a random way. Our study has also allowed us to note that the good management of an editorial work does not depend only on the conduct of the interactions which must take on several meanings (pupil-student, pupil-group, pupil-teacher), but also on their quality which must touch different dimensions of the scriptural competence. Finally, our experiment has confirmed that when the teacher plays a directive role risks blocking the students’ autonomy and limits their interventions. However, if they are motivated to get involved in the work and exchange ideas, they will cooperate and assist each other positively which will help to achieve the outlined objectives.