Abstract:
The purpose of our research is to study the effect of two methods to make the synthesis
of four scientific texts (with plan and draft and without plan or draft) in French as a
foreign language. Science having a textual and discursive nature, learning French as a
foreign language in scientific and technical fields by textual support seems
appropriate. To do so, we believe that it is important to start with familiarizing our
scientific students with the written discourse of their discipline which is both source
and means of construction-diffusion of knowledge (Pollet, M.C. 2001:134). Reading
scientific texts can help in the appropriation of such discourse if it is underpinned by a
written production. We offer activities at the interface of reading and writing. We start
with a functional approach which helps to identify the structural components of the
text that we consider essential, then, we look, at the cognitive processes underlying the
activities of reading and writing (Flower, L.S. and Hayes, J.R. 1981: 365-387).
Reading several texts on the same theme, synthesize and submit the texts produced to
the various criteria of cohesion and textual coherence seems effective as an aid in the
appropriation of reading and writing skills.
Two groups of students of science and technology of the University Ibn Khaldun of
TIARET, produced a scientific text in French, as a foreign language on matter and its
constituents, after having been impregnated of the characteristics of a scientific text
following a functional approach. The first group (G1) made the synthesis using a plan
after reading, and a draft, however, the second Group (G2) merely summarized the
four proposed texts using neither a plan nor a draft. The two groups took notes and
selected the most important information during the task of rewriting. We analyze the
effects of the two terms of synthesis on rewriting and especially the importance of the
stages of using a draft, planning and reviewing on the production of a text.
