COMPÉTENCES TRANSVERSALES ET COMPRÉHENSION DE TEXTES ARGUMENTATIFS EN FLE CHEZ DES APPRENANTS DE LA 4ème ANNÉE MOYENNE : TRANSFERT D’UNE DISCIPLINE SCOLAIRE À L’AUTRE

Abstract

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.