Enseignement-apprentissage et usage des auxiliaires par les élèves du cycle moyen

Abstract

When dealing with this research work, we have wanted to send a syntactic and didactic portrait of the auxiliaries « to be » and « to have » in compound thenses into the algerian school materials and textbooks (primary and middle schools) and examine their usage in the algerian learners written expressions of middle schools. In order to reach these objectives, three points of research were priviledged :the reatment of the auxiliaries in different types of textbooks(according to several syntactic and semantic approches) ; the analysis of their treatment in the algerian school textbooks especially in the primary and middle ones ;and the usage of this part of language in the 4th year algerian learners written expressions of middle schools. When examining some grammar or particular studies of the auxiliaries, we have noticed that when they have different positions and that they are not put adequately. The analysis of the algerian textbooks of reference showed that they laked the presence of this concept, the information needed in the choice of the adequate auxiliary in the formation of compound tenses are not completed yet. The exercises suggested to the studebts in the school textbooks are centred on the knowledge of these verbal forms. The results of the analysis, based on the written expression of the algerian learneans in the 4th year, middle school, showed that the application and use of these auxiliaries constitutes a source of difficulty and hesitation, however, the choice of such auxiliary or that is not free. The results of our analysis select four linguistic factors puting as a condition the choice of the auxiliary : the pronouns construction, the application of parallel transitive, the contiguity of the auxiliary and the past participal and finally the application of parallel adjectives.