LA COMPREHENSION DE L’ECRIT DANS LES MANUELS SCOLAIRES DE LA 4 AM. RETOUR SUR UNE ETUDE COMPARATIVE (G1 VS G2)
READING COMPREHENSION IN THE 4TH YEAR MSSCHOOL TEXTBOOKS. COMPARATIVE STUDY (G1 VS G2)
Author(s): Amir Mehdi, Benyoucef MahfoudhSubject(s): Language and Literature Studies, Foreign languages learning, Language acquisition, Psycholinguistics
Published by: Editura Universităţii din Piteşti
Keywords: reading/comprehension; textbooks; cognitive approach; FFL;
Summary/Abstract: In this contribution, we have tried to carry out a comparative study between the activity of reading/comprehension in the textbook of the middle 4th year of the first generation (G1) and that of the second generation (G2). In fact, through a comparative analysis between the two textbooks and a questionnaire sent to teachers, we seek to identify whether the 2G textbook is indeed part of a cognitive approach in a bi-multilingual Algerian context and therefore: does - it take into account the learners' achievements in the mother tongue in the process of constructing meaning during the reading/comprehension activity? As we suppose that the themes addressed in the 2G textbook would allow learners to better access the meaning of a text written in French as a foreign language.
Journal: Studii şi cercetări filologice. Seria Limbi Străine Aplicate
- Issue Year: 2022
- Issue No: 21
- Page Range: 80-90
- Page Count: 11
- Language: French