L’effet de deux modalités de prise d’informations sur la compréhension et la production d’un texte explicatif en FLE chez les étudiants de magistère d’économie

Abstract

This research assesses the effects of the two modalities of information gathering practices, note taking vs hand out reading, on the activities of information hierarchisation. It also evaluates their effects on the re-writing of an explicative text dealing with economic science in French as foreign in the Algerian multilingual context. We assume that note taking during a lecture and reading the hand out of the same semantic material may have different effects on comprehension and information hierachisation. Two test groups of students in « Magister » of economics (University Center of Mascara, Algeria) are asked to write a text in French as foreign language about the causes and consequences of globalization. Information on the domain is given to the involved students in order to help them to re-write their first text. The first corresponds to the lecture group (note taking) whereas the second corresponds to the reading group (hand out). The effect of both note-taking modalities on the re-writing activity is probed, and especially the pertinence level of the added information during text re-writing.