摘要：Based on a socio-interacionistic approach of language teaching, we have focused in this article on how argumentative skills have been taught in Year 5 classrooms. Initially, 15 lessons from each teacher were observed in order to identify if any argumentative work took place in classroom activities. In this instance, a low investment in the development of argumentative skills was found. We have then interviewed those teachers in order to understand the conceptions which have guided their practices. Data indicated that teachers had diffi ulties to: identify text genders which were more suitable to improve argumentative skills; recognize specifi c argumentative skills which could be developed by students and plan diversifi ed lessons towards this topic. Despite this result, they recognized that argumentation teaching is important and clearly understood that students would be capable of developing argumentative skills if more favorable teaching conditions were applied. Key words: argumentation, teaching, text production, reading, orality.
其他摘要：Based on a socio-interacionistic approach of language teaching, we have focused in this article on how argumentative skills have been taught in Year 5 classrooms. Initially, 15 lessons from each teacher were observed in order to identify if any argumentative work took place in classroom activities. In this instance, a low investment in the development of argumentative skills was found. We have then interviewed those teachers in order to understand the conceptions which have guided their practices. Data indicated that teachers had diffi ulties to: identify text genders which were more suitable to improve argumentative skills; recognize specifi c argumentative skills which could be developed by students and plan diversifi ed lessons towards this topic. Despite this result, they recognized that argumentation teaching is important and clearly understood that students would be capable of developing argumentative skills if more favorable teaching conditions were applied.Key words: argumentation, teaching, text production, reading, orality.
