Abstract:
This study considers written comprehension in the teaching/ learning of French as a foreign language in Algeria in the middle school, mainly within the teachers of the fourth year at the middle school.
What do these teachers do to make students understand a FFL text? What are their strategies to lead the student in order to build up meaning and hence understand a text? Given the complexity of the reading act, we opted for a cognitive approach to try and understand the problem in depth. To support our study, we made a qualitative fact-finding investigation, including a non participatory direct observation along with an informal questionnaire an analysis of the textbook.
Our work attempts to check if the gaps within the 4 year middle school students in reading comprehension are due to the methods of their teachers or to the textbooks.
