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ENSEIGNER LE FRANÇAIS DES SCIENCES ET TECHNOLOGIE PAR LE TEXTE : cas des étudiants inscrits en première année LMD- université Ibn Khaldoun- Tiaret

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dc.contributor.author Mostefaoui Ahmed
dc.date.accessioned 2018-11-10T20:40:19Z
dc.date.available 2018-11-10T20:40:19Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/123456789/1022
dc.description.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. en_US
dc.language.iso fr en_US
dc.subject FOS – French foruniversity purposes -reading - writing - textual linguistic writing process en_US
dc.title ENSEIGNER LE FRANÇAIS DES SCIENCES ET TECHNOLOGIE PAR LE TEXTE : cas des étudiants inscrits en première année LMD- université Ibn Khaldoun- Tiaret en_US
dc.type Thesis en_US


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