Abstract:
We realized this hypothetical-deductive research with students enrolled in the CEIL,
experiencing difficulty in understanding scientific texts in L2. The objective of this research is to study
the effect of temporal and adversarial connectors on the understanding of a specialized text and, in
particular, on the activity of prioritization and selection of information based on the placement and
positioning a number of connectors (see Table of Contents). The results vary depending on the type of
connective proposed for example show that temporal connectors, when properly placed, help
participants make new inferences about missing information text content and to reactivation of the
information stored in this same content.
This research conducted as part of the FOS, helps develop cognitive didactic text for designing
aids and effective learning strategies in the service of the student driving them to better understand
these texts.
