DES SYSTÈMES D’AIDE NEUROERGONOMIQUE AU SERVICE DE LA COMPRÉHENSION D’UN TEXTE ARGUMENTATIF EN CLASSE DE FLE
NEUROERGONOMIC AID SYSTEMS FOR THE COMPREHENSION OF AN ARGUMENTATIVE TEXT IN FFL CLASS

Summary/Abstract: The reading/comprehension of argumentative texts is an activity regularly proposed to learners in the 4th year average. This skill is in fact the ultimate objective targeted by the Algerian Ministry of Education regarding the exit profile of 4th year MS learners (Ministry of National Education, 2019). Nevertheless, reading and comprehension is undoubtedly one of the most complex human behaviours (Blanc & Brouillet, 2005). Moreover, the text itself is also considered a complex object (Adams & Bruce, 1982). Indeed, providing learners with comprehension strategies and support systems is a pedagogical and didactic necessity, especially for learners in a bi-lingual context. All things being equal, among the strategies proposed, the use of frames (Mehdi & Kheir, 2012; Mehdi, 2012: 2017; 2018) can be a tool that facilitates access to the meaning of an argumentative text without requiring additional investment on the part of the teacher or the learner.

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