تم إضافة تقرير جديد 2024
ارسل ملاحظاتك

ارسل ملاحظاتك لنا









الرئيسية > بحث>Activation des Connaissances e...>الوصف

Activation des Connaissances et Rédaction Collaborative de Texte Explicatif en L2

العنوان بلغة أخرى: Activation of Knowledge and Collaborative Writing of Explanatory Text in L2
المصدر: المجلة الجزائرية للعلوم - سلسلة آداب وعلوم إنسانية
الناشر: جامعة الشاذلي بن جديد الطارف
المؤلف الرئيسي: Sakrane, Fatima Zohra (Author)
المجلد/العدد: ع1
محكمة: نعم
الدولة: الجزائر
التاريخ الميلادي: 2018
الشهر: جوان
الصفحات: 278 - 289
ISSN: 2661-7064
رقم MD: 1521794
نوع المحتوى: بحوث ومقالات
اللغة: الفرنسية
قواعد المعلومات: HumanIndex
مواضيع:
اللغة الأجنبية الثانية | الكتابة التعاونية | الجزائر
كلمات المؤلف المفتاحية:
Production of Text in L2 | Activation of Knowledge | Collaborative Work | Learning in L2 | Explanatory Text | Process of Planning
رابط المحتوى:
PDF (صورة)     
صورة الغلاف QR قانون
حفظ في:
المستخلص: This research investigates the cognitive processes involved in the production of the L2 explanatory text within the Algerian multilingual context. The apprentice writer of explanatory texts encounters difficulties in producing a piece of writing in a language other than his/her mother tongue (L1). Recourse to verbal interactions involving pair work constitutes an aid that facilitates the activity of planning, activation of the linguistic and thematic knowledge, and the activity of putting in words. Verbal exchanges between peers enable, indeed, an optimal activation of the participants’ previous knowledge; CEIL students of the ENS of Bouzaréah. These exchanges reduce the cognitive load related to the activation of this knowledge and facilitate the provision of memory resources necessary to manage the processes of putting in words, which represent difficulties to the L2 text writers. The analysis of the results obtained in this research indicates that the verbal interactions of pairs within during collaborative work play a role in determining the activation of the processes of planning and putting in words and help scripters activate two types of essential knowledge in the editorial activity: knowledge of the language and knowledge of the domain of the world evoked by the text. These pair interactions enable learners to produce explanatory texts of better quality at both the textual surface level and the semantic content level. The results which highlight the important role of verbal interactions in the acquisition of L2 writing skills within a multilingual context open new perspectives in the development of new literacy skills in multilingual and multicultural contexts.

Notre recherche de didactique cognitive traite de la problématique de la production de texte explicatif en L2 chez les étudiants algériens et elle concerne les processus de mise en mots. La production de ce type de texte révèle une insuffisance de connaissances sur le monde évoqué par le texte et des connaissances sur la langue chez nos étudiants algériens de filière française. Les données expérimentales ont montré l’efficacité du travail en interaction sur l’activation des connaissances scientifiques lors de la production de texte [1]. Notre présent travail de recherche vise à étudier, d’une part, le rôle des connaissances discursives et des connaissances thématiques dans les interactions verbales et d’autre part, l’effet des interactions sur la mise en mots et plus précisément sur la qualité des textes produits.
ISSN: 2661-7064

عناصر مشابهة


© 2025 المنظومة. جميع الحقوق محفوظة.