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dc.contributor.authorIken, Louiza
dc.contributor.authorHanachi, Daouia
dc.date.accessioned2017-06-08T16:18:47Z
dc.date.available2017-06-08T16:18:47Z
dc.date.issued2016-11-08
dc.identifier.citationFrançaisfr_FR
dc.identifier.issnIKE/1417
dc.identifier.urihttp://hdl.handle.net/123456789/135487
dc.description.abstractOur work is part of didactics of FFL, and specifically in the teaching of grammar. Within this general framework, we have tried to investigate the determinants of teaching classes of FLE and especially elementary and middle school. We mainly evaluated primary learners' knowledge and college-level determinants but we also investigated what times of their teaching / learning of FLE (prior to fourth year average), students had the opportunity to familiarize themselves with the notion. The survey we conducted revealed that the concept of determinants is taught four times in the third AP by implication, 4th AP, AP 5th and 3rd AM inductive explicitly. Skills assessment of the fifth AP learners, 3rd and 4th AM AM revealed that learners have the ability to recognize the hidden determinants in a words list, but they may find it difficult to use them correctly in sentences with holes or in free productions.fr_FR
dc.language.isofrfr_FR
dc.publisherUniversite des freres mentouri constantinefr_FR
dc.relation.ispartofseries30 cm.;109 f.
dc.subjectenseignement /apprentissagefr_FR
dc.subjectgrammairefr_FR
dc.subjectdéterminantsfr_FR
dc.subjectévaluationfr_FR
dc.titleLa grammaire française au primiare et au collègefr_FR
dc.title.alternativeEnseigntement/apprentisssage des déterminantsfr_FR
dc.typeThesisfr_FR


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