Effet du tutorat par les pairs lors de la mise en place d’activités de remédiation

Abstract

Our contribution aims to present the results of an implementation of the "Tutoring-Method" in remedial session, in order to guide learners towards the conceptualization of a grammatical rule in a foreign language. We carried out an experiment within two groups of pupils of 5th Primary School Year (3rd year of learning French), where that of control followed the session of remediation with its teacher while the experimental session was piloted by a peer. The results are favorable and have shown that this difficulty has been overcome in the experimental group, highlighting the added value of such an approach