Propriétés psychométriques d’un instrument de mesure des représentations des approches grammaticales inductives/déductives des enseignants de FLE au Mexique
DOI:
https://doi.org/10.32870/vel.vi20.181Palabras clave:
Enseignement/apprentissage, Grammaire, Approches inductives/ déductives, Représentations, MesuresResumen
Sur la base des paradigmes dominants de l’enseignement des langues étrangères, le présent article vise à construire un instrument de mesure des représentations de la langue, de l’enseignement/apprentissage, de la fréquence et de l’usage conditionné des approches grammaticales inductives et déductives. À partir d’une population de 142 professeurs de français langue étrangère (FLE) du Mexique et d’un ensemble de tests (l’analyse factorielle exploratoire, le calcul des coefficients alfa de Cronbach et l’analyse de Rasch), les évidences de fiabilité, de cohérence interne, d’agroupement et même de dimensionnalité sont produites. De façon générale, l’ensemble des échelles développées et testées présentent des critères de normalité acceptables. Cependant, on observe particulièrement une difficulté liée à la mesure des représentations constructivistes d’une langue étrangère, de son enseignement et de son apprentissage
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