Évaluation de la reformulation dans l’acte pédagogique

Abstract

Evaluation of the reformulation in the pedagogical act  

In the transmission of knowledge, obstacles can arise and hinder pedagogical communication, this can be verified when it comes to transmission (by the teacher), and assimilation (by the taught), of concepts, and theoretical tools, especially in the first year of university, are real obstacles, in the sense that they are abstract and the mind of the student is, most often, neither exercised nor trained in abstraction. To circumvent and avoid these obstacles, it is necessary to take into account in the pedagogical act, the reformulation of knowledge, the latter being an aspect that has great importance, which must in no case be neglected in pedagogy. In fact, the concept of reformulation designates an interdiscursive space and shows how discourse is elaborated from another discourse preexisting it.
This paper is an attempt to discuss the evaluation of reformulation in pedagogy. Many recommendations have been given in this sense to help teachers to renovate their discourse in classroom situations, to know when to appeal to theory or metalanguage, and how to be efficient in the transmission of knowledge. The link between translation and teaching a foreign language has been also explored. We concluded that identifying learners' strategies, listing the skills to be acquired, making an inventory of the skills acquired in terms of know-how, and focusing on the skills to be developed, both in the source language and in the target language, are fundamental parameters that can be translated in terms of training projects, and/or teaching content that will allow the translator to deal with the object to be translated with high mastery. Indeed, if translating is producing, translating is above all reproducing and any reproduction requires a panoply of operations as relevant, as precise, and as methodological as each other. If translating is a didactic art, reproducing is a methodological skill.