At primary school and at the start of school education, lexical activities often appear to be disconnected from speech production activities. However, when speaking and writing, the speaker/scriptor must use his lexical competence, which leads him not only to select the relevant lexical units but also to associate them with others on the basis of semantic and syntax rules, during complex language activities. These lexically-targeted selection and matching operations involve evaluation and re-evaluation processes, which are inherent in the production of Norway lobster. Frequently written, these lexical selection and revision activities also meet orally, through the ability to reformulate a statement and, beyond that, to restructure the speech. The contributions gathered here focus precisely on how this dynamics of verbal production configure the statements produced, during activities offered to primary school, college or high school students. Some contributions are psychological and psycholinguistic and study the effects of metacognitive training on lexics in oral or written production, testing the effects of variables related to group size or contextual aspects, for example certain characteristics of the task and support used. Others take a clearer educational perspective and question the nature of the activities that can be offered. Specific examples, including the lexicon of emotions and sensations, show how his study can be integrated into a more general reflection on texts and speeches.