Article published in:
History of Linguistics 2005: Selected papers from the Tenth International Conference on the History of the Language Sciences (ICHOLS X), 1–5 September 2005, Urbana-Champaign, IllinoisEdited by Douglas A. Kibbee
[Studies in the History of the Language Sciences 112] 2007
► pp. 356–371
La lexicologie, un savoir scolarisable?
Sonia Branca-Rosoff | Université Sorbonne Nouvelle – Paris III, SYLED
Dan Savatovsky | Université de Dijon – CNRS, UMR Histoire des Théories linguistiques
This article aims to define the conditions and forms under which “lexicology” became a scholarly field of knowledge in non-Latin secondary school curriculums in France between 1850 and 1920. The lexicon was, in fact, the main area of language teaching in which a didactics - coupled with the establishment of the “modern humanities” around 1880 - arose without being viewed through the prism of ancient languages’ grammar. The expansion of this scholarized lexicology is linked, at first, to the predominance of a philological approach stemming from the work of P. Larousse, B. Jullien, and L.-C. Michel. This approach, which responded to certain concerns in the areas of etymology, semantics, and derivational morphology, provided a frame for the development of several types of exercises. The period drew to a close with I. Carré’s attempt to incorporate lessons in the lexicon beginning in elementary school, orienting it towards the study of orthography and written expression.
Article language: French
Published online: 28 November 2007
https://doi.org/10.1075/sihols.112.28bra
https://doi.org/10.1075/sihols.112.28bra
Cited by
Cited by 1 other publications
Branca-Rosoff, Sonia & Claudine Garcia-Debanc
This list is based on CrossRef data as of 13 may 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.