Abstract:
This work has been inscribed at the cross of two fields of research: didactics of
written comprehension and textual li
nguistics
.
As an object, it analyses the
receptive textual competence, which can be defined as the knowledge of rules and
laws that manage the text. This competence is devided into five components:
1
-
Knowing the interpretation of themes;
2
-
Holding the
macro
-
structures;
3
-
Holding the micro
-
structures;
4
-
Recognizing textual types and categories;
5
-
Recognizing the characteristics of literature.
As it’s difficult to seperate the literay text from a reflection of the receptive textual competence.
We
have decided to present
-
in the first part of this work
-
some characteristics that legitimate
the remedy at the literay text as a didactics support. After that, we have proceeded at a conceptual
analyze of the notion of receptive textual competence. A
t last, we have passed some difficulties
relative to comprehension
-
reception texts.
In the second part , we have proceeded to the analyze of receptive textual competence of the
first year student to the french language, by using three tools of investiga
tion: records,
questionnaire and a test designed to students.
The obtained results permit us to situate the difficulties that can be fonund by the
sudents, and to propose some suscetible ways to help them to develop this
fundemental competence.
Fina
lly, we can say that the appropriation of the receptive textual competence is not
dependent ,only, on the “cooperative attitude” of the students during the treatment of
infofmation, but
-
also
-
on the method of teaching (literary) text which ought to be a
d
evelopement practice of the (re) construction of meaning( a meaning to be
discovered) and not the installation of comprehension capacities( a meaning already
-
exist).
