La compréhension de l'écrit en classe de FLE chez les étudiants du CEIL.

Abstract

Our pedagogical concern goes back to our beginnings as a teacher of the FLE CEIL Constantine. This concern has motivated us and made her do better, using the theory of sociocognitivisme Vygotstky. This is to overcome the difficulties of learners enrolled in Level II for reading comprehension, help them build the meaning of a written text. The strategy of questioning, understood, allow learners to acquire more autonomy in reading comprehension by scaffolding from the teacher. Thus, during a session of the writing, the teacher has exercised learners to acquire cognitive and reflexive attitude in reading comprehension. To do this and in parallel with the course taught by the Taxi II method, we proposed three other courses presented on cognitive method. Learners of the five groups were asked to examine the same texts in the light of the interpretative, of implicit and other information. A PISA test them was presented to detect difficulties for correct understanding. From a questionnaire, we could build an idea about the concept which learners and teachers about the act of reading in a teaching / learning situation. The results have enlightened us on the scope of the text questioning its didactic importance, which will promote reading comprehension.