Stratégies cognitives d’écriture et autonomie. Enquête auprès d’apprenants de FLE au secondaire algérien
The ability to write correctly is one of the objectives of teaching / learning a foreign language. Nevertheless, developing this skill is not easy as learners face cognitive problems. Indeed, the writing process involves, for the students, a complex activity which supposes not only the control of th...
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| Formato: | article |
| Lenguaje: | FR |
| Publicado: |
OpenEdition
2020
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/dcaa1705f76347e48fd7adb942a12ac7 |
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| Sumario: | The ability to write correctly is one of the objectives of teaching / learning a foreign language. Nevertheless, developing this skill is not easy as learners face cognitive problems. Indeed, the writing process involves, for the students, a complex activity which supposes not only the control of the language on the lexical, orthographic, syntactic level, but also the setting up of writing strategies. In this study, conducted with about fifteen Algerian high school students, we will identify and describe the various strategies deployed in writing. This is what we will try to demonstrate in this paper. At first sight, the results of our survey are not reassuring if we take into account the exit profile considering autonomy for these students as a goal to be achieved. |
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