Abstract:
This research sheds lights on the importance of taking notes as a strategy in the
apprenticeship process. The strategy in question is very interesting in all the levels, especially at the university where the learner is confronting a magisterial course.
The first part of the thesis is theoretic. It has two chapters. The first one counts
for note-taking apprenticeship strategy cognitive. It situates the concept of “apprenticeship strategy” in the didactic of the languages history. The second chapter presents the
multiple situations of note-taking. This should reveal the richness and utility of this activity.
The second part of the thesis is practical. It is formed of tree chapters. The first
one presents the analysis and the results achieved thanks to a questionnaire given to the
students. The questionnaire permit to check if the student needs the taking notes strategy
in their apprenticeship process and also examine their motivation, their consciousness as
for the utility of the notes taking strategy; the conception and functioning of during a
course and also post note-taking activity and after all their formation as for the strategy
in question.
The second chapter presents the talks and interviews analysis done with the students. The talks approach the points which expect explanations from the part of the students, for example: the note taking evolution among the students from a module to another and also from one year to another.
Finally, the third chapter of the practical part concerns the analysis of the students’ works. It permits to check if the student focus on the sense or better on the clues
in the teachers’ purposes in the research of the essential information, if they use the abbreviations and if they are able to draft starting from their taken notes.
