Exploration de l’évolution des commentaires métagraphiques relatifs à l’accord du verbe en nombre chez des élèves de la fin de l’élémentaire scolarisés dans le Sud-Ouest ontarien

Abstract

This article presents the evolution of the verbalizations of three students finishing elementary school in Southwestern Ontario after they completed written tasks on subject-verb agreement in number. Results show that the students used a wide variety of cognitive procedures to spell out their verbs and that those who succeeded the most are also those who, via a morphosyntactic type of linguistic reflection, found the word that shared its grammatical number with the verb. Using this data, we propose pedagogical practices that take into account students who are schooled in French in a linguistic minority context.