Enseignement de la lecture-compréhension au secondaire algérien : pour un développement cognitivo-langagier
Teaching Reading-Understanding in Algerian Secondary Schools: for a Cognitive-Linguistic Development

Summary/Abstract: The activity of reading and comprehension of a text in Algerian school context goes from the third year of primary to the third year of secondary school. Ten years of French learning according to a similar pedagogical conception stemming from the textual approach. The learner-reader grows with the same reading impulses-detection, and linear and limited comprehension practices. This contribution tries to highlight the usual practices of the teachers to make a speech understood and suggests a ''path'' projected by joint activities to the understanding of speeches in FLE in order to make the activity more significant and meaningful. The purpose of this contribution is not to describe a device specific to the reading and comprehension activity. Rather, it proposes to develop features of reflective practice in learning to read and understand texts by soliciting the learner's socio-cognitive potential.

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