Communicative questions and exchanges in image reading sequences during the first year preparatory course (CP1)

Abstract

Reading was chosen as a problem discipline in Tang-Zugu school, our research environment. To do this, teachers have set themselves the goal of achieving an overall success rate of 90% by the end of the school year.
The study was carried out in the preparatory class, first year (CP1), because a child's first steps in reading condition the rest of his course. If the child acquires the optimal rudiments from this level, the chances of success in school will be great.
Indeed, in the CP1 class, the reading sequence is allied with illustrations on which the teacher should be inspired to introduce the notion of the day to be taught. Despite these illustrations, it must be recognized that the difficulties remain.
By focusing this research on the notion of teacher questioning, the aim was to observe the function of questions in the teaching process and their impact on students.
After analyzing and discussing the results, our proposals, among others, go in the direction of asking the teacher to give high priority to the purpose of his questions.
Our study is based on communicational practices produced in a didactical space of interaction: it is through this double relationship between teacher and student that this reflection is placed under the theoretical angle of language sciences.