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dc.contributor.authorSissaoui, Abdelaziz
dc.contributor.authorHanachi, Daouia
dc.date.accessioned2017-05-18T09:09:40Z
dc.date.available2017-05-18T09:09:40Z
dc.date.issued2016-11-07
dc.identifier.urihttp://hdl.handle.net/123456789/133008
dc.description.abstractThis research is a reflection about the teaching/learning complement pronouns.The analysis of the school handbooks and the third year secondary school learners's production being the subject matter.This research aims at clarifying adapted pedagogical approaches and encountered difficulties.In order to define the difficulties,understand their origins and explain them,the subject of this study focuses on analysing the programmes,their accompaniements and the school handbooks.We have stressed the purposes and the general objectives of the teaching of French language,the methodological and theoritical bases and the competencies to be implemented.Of course,we have to make it clear that we are particularly interested in the teaching/learning of complement pronouns.Therefore,our task is to analyse and interprete the difficulties that learners may come up against while solving problem situations.(exercises and written production) So as to optimise and make learning of complement pronouns more dynamic within an institutional frame work,we have suggested pedagogical remedies based on facts from cognitive psychology and on pedagogical of integration.Our contribution is fundamentally based on: -Integration of questions on the use of pronouns in text comprehension. -Language activities centered on complement pronouns. -Suggested activities for writing.fr_FR
dc.language.isofrfr_FR
dc.publisherجامعة الإخوة منتوري قسنطينةfr_FR
dc.titlePronoms complementsfr_FR
dc.title.alternativeEnseignement de cette notion dans les manuels scolaires algeriens, demarches et difficultes rencontrees.fr_FR
dc.typeThesisfr_FR


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