Résumé:
This research assesses the effects of the two modalities of information
gathering practices, note taking vs hand out reading, on the activities of
information hierarchisation. It also evaluates their effects on the re-writing of an
explicative text dealing with economic science in French as foreign in the
Algerian multilingual context. We assume that note taking during a lecture and
reading the hand out of the same semantic material may have different effects on
comprehension and information hierachisation. Two test groups of students in
« Magister » of economics (University Center of Mascara, Algeria) are asked to
write a text in French as foreign language about the causes and consequences of
globalization. Information on the domain is given to the involved students in order
to help them to re-write their first text. The first corresponds to the lecture group
(note taking) whereas the second corresponds to the reading group (hand out). The
effect of both note-taking modalities on the re-writing activity is probed, and
especially the pertinence level of the added information during text re-writing.
