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Article

French

ID: <

10.4000/lidil.4794

>

·

DOI: <

10.4000/lidil.4794

>

Where these data come from
The stylistic comment of CAPES: an academic exercise for literacy skills?

Abstract

The article deals with the didactics of advanced grammar (text and discourse grammar), which gives effective access to the interpretation of texts. Research in academic literacies calls for work on methods to develop advanced grammar skills in learners. The author examines therefore a highly codified academic exercise of the training of the professors of Letters, which she argues may serve as a model for the study of any type of text. The origins of this exercise, the so-called stylistic commentary on a literary text, are first recalled. Then, starting from the metalanguage presented in the recent reports of the Jury of the CAPES of French Language and Literature, the results of a survey are presented about students preparing this recruitment competition. A questionnaire determines their degree of familiarity with different items from the Terminology of Grammatic published in 1997, covering the fields of sentence, text and discourse grammar. The work shows that the students surveyed declare a relative familiarity with the areas of sentence grammar and lexicology and more linguistic insecurity with text and discourse grammar. The author defends the idea that the identification of the facts of language and the mastery of the metalanguage is an index of competence in advanced grammar. She maintains that the exercise of the stylistic commentary can be transposed to any type of text because it builds a real mastery of metalanguage, giving access to the mechanisms of the construction of texts and, in doing so, improving techniques of academic writing.

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