Le processus de l’évaluation de la production écrite chez les étudiants du Centre d’Enseignement Intensif des Langues de l’université Constantine 1.Cas des niveaux 3 et 4.

Abstract

This research focuses on the process of assessing the written production among students of the Center of Intensive Language Teaching at the University of Constantine 1, the case of learners at levels 3 and 4. The objective is to evaluate the written production of CEIL learners through language needs expressed by themselves, and which have been identified. These properties are discussed in light of several disciplinary fields; the didactics of the writing in FLE, the evaluation of the writing, the French on specific objectives FOS. In this study framework, it is initially a question of an analysis of the language needs of the learners based on a prognostic assessment by the teachers. Thus, the hypothesis that the summative evaluation of written production is in line with learning objectives and situations, is questioned through this survey. In a second step, it is a question of analyzing the activity of the written expression based on the criteria related to the targeted publics, also through an observation which allowed us to highlight the practices of the adopted writing by the teacher who present positive aspects but also inadequacies in the CEIL class, these dysfunctions lie in the absence of an editorial approach, which confirms the hypothesis that the teaching of the written production does not refers any writing theory. The written questionnaire survey gave us information on evaluation design, evaluation practices among teachers, and a focus on learner profiles and language needs. As for the hypothesis that the objects of evaluation of the written expression relate to the linguistic aspects rather than to the communicative aspects, it is confirmed on several levels, and more particularly, at the level of our last study which was the object of the analysis of the written productions, where it was found that the teacher evaluates the productions of the learners taking into consideration the points of view pragmatic, semantic, and morph syntactic. Our hypotheses have been confirmed and validated on the field of study, following these results, didactic proposals are aligned in order to provide a better perceptive of the teaching / learning of Written production at the CEIL level.