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L’enseignement explicite de la compréhension écrite au collège Cas des enseignants de la 4ème année, Sendjas wilaya de Chlef

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dc.contributor.author AIT YAHIA Kahina
dc.date.accessioned 2018-11-16T23:21:47Z
dc.date.available 2018-11-16T23:21:47Z
dc.date.issued 2012
dc.identifier.uri http://e-biblio.univ-mosta.dz/handle/123456789/1890
dc.description.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. en_US
dc.language.iso fr en_US
dc.title L’enseignement explicite de la compréhension écrite au collège Cas des enseignants de la 4ème année, Sendjas wilaya de Chlef en_US
dc.type Thesis en_US


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