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                <term xml:lang="fr">point de vue et mode donation des référents dans le dictum</term>
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              <p>Modalities, modalisation and learning This article analyses, from an enunciative point of view, the flaws in the construction of propositional contents in a beginners' foreign language lesson in a second-year primary school class. The difficulties not only affect the way referents are designated but also the modalities (in the construction of the dictum) and have an influence on the expression of modalisation (in the modus). These flaws, which particularly affect pupils – but from which the teacher cannot escape either – are harmful from a linguistic, a cognitive and a pedagogical point of view, for they block discussions on the construction of referents in discourse, on the place of subjects in their cognitive development and reflect the underestimation of the role of speakers in the construction of observables. The article emphasizes that sustained attention to the construction of the dictum provides different speakers with the gradual possibility of discussion, in the dictum and in the modus, thus favouring reflection and the acquistion of knowledge.</p>
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              <p>RESUME : Cet article analyse, d'une point de vue énonciatif, les déficits de construction des contenus propositionnels dans une séance d'initiation à une Langue 2 au cours élémentaire deuxième année. Les difficultés affectent non seulement le mode de donation des référents mais aussi les modalités (dans la construction du dictum) et pèsent sur la manifestation des modalisations (dans le modus). Ces déficits, qui frappent tout particulièrement les élèves – mais auquel le maître n'échappe pas –, sont dommageables d'un triple point de vue, linguistique, cognitif, et didactico-pédagogique, car ils enrayent les discussions sur la construction discursive des référents, sur la place des sujets dans leur élaboration cognitive et traduisent la sous-estimation du rôle des locuteurs dans la construction des observables. L'article souligne qu'une attention soutenue à la construction du dictum offre aux différents locuteurs des possibilités graduelles de discussion, dans le dictum et dans le modus, favorisant ainsi leur réflexivité et leur appropriation des connaissances.</p>
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