Inferential capacities in oral comprehension in children. The non-literal language at the heart of the experimentation of an educational protocol in primary school ; Capacités inférentielles en compréhension orale chez l'enfant. Le langage non littéral au coeur de l'expérimentation d'un protocole pédagogique à l'école primaire

This thesis has its origin in the national problem of the fight against illiteracy. It aims more specifically at testing and proposing a teaching approach whose objective would be to set up an approach to the early prevention of illiteracy in the context of school learning by considering oral comprehension as one of the fundamental prerequisites for learning. 'Learning to read. We propose research that is part of the pragmatic approach to language development and has a twofold objective: to collect experimental data on the inferential abilities of young children and to develop a system of initial and continuous training of teachers of first degree for teaching oral comprehension.The problematic underlying this research question questions the feasibility and effectiveness of an explicit and contextualized learning of implicit language comprehension procedures in kindergarten. To answer this question, we have developed and tested within the class framework, the effectiveness of an educational protocol aimed at teaching oral comprehension to students of the Grande Section of Kindergarten and to students of Preparatory Course. The skills specifically targeted here for the students are the inferential process and cognitive autonomy in the implementation of the comprehension procedure. The pedagogical protocol tested consists of a computerized tool for evaluating inferential capacities in a communication situation (IMPLICIMAGE), an album contextualizing non-literal statements created specifically for this research and a teaching sequence composed of twelve sessions of 'education. The population is 162 students.The analysis of the results of this experiment shows that the pedagogical sequence proposed to the students of the experimental groups allowed them to progress significantly in their capacities to make logical, semantic and pragmatic inferences. The effectiveness of the teaching protocol leads to the proposal of a digital platform for teacher training for the teaching of oral comprehension in primary school: ...