Résumé:
Transversal competencies with predominantly language are not studied enough in the
language didactic area in Algeria. However, new learning theories reveal the cognitive
basis primary in the construction of significance. Thus, we have tackled in this thesis to
deal with the question of transversal competencies in the understanding of
argumentative texts of Arabic and French languages among middle school fourth (4th)
grade learners. The analysis grids inspired by Bloom taxonomy with regard to cognitive
category to study the learning objectives of the reading comprehension activity have
allowed to highlight dysfunctions during the cognitive transfer between the two
languages aforementioned, due to choices made in the difference of the intrinsic
successions to cognitive categories raised in both two languages programs. As regards
classroom experimentation, awareness following an explicit teaching in Arabic language
centered on argumentative strategies, could provide to the learning experimental group
new management tools of the reading comprehension and to ensure satisfactory
performance and transfer which control group lacks. As regards questionnaire handed
out to middle school Arabic and French teachers, the results were significant, a very large
number of these teachers do not master the operation engaged in the use of a
competency and do not coordinate together in preparing the reading comprehension
activity to their learners.
