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Métacognition et apprentissage de l’écriture de textes narratifs : étude de l'autorégulation chez les élèves du 1er cycle de l’enseignement de base

Abstract : The learning French as a foreign language (FLE) by a Tunisian learner is a relativelycomplex school activity. In the phase of production of narrative texts, the elementary schoollearner is actually confronted with many syntactic, morphological, interferential and above allsemantic difficulties. The didactic procedures implemented by teachers to teach the writing skill, make it possible to formalize the act of writing. Nevertheless, the texts produced by novice writers still include many errors due to cognitive dysfunctions. The present work aims at identifying and analyzing the difficulties related to textual coherence in students' written productions in order to understand and explain the cognitive processes performed by learners in writing situations. This procedure could help us design remediation sequences based on metacognitive activities that could help learners improve their scriptural performance. The two experimental methods we used during the implementation of the pedagogical sequences enabled us to check the impact of metacognition practice on novice writers' performance.
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https://hal.univ-lorraine.fr/tel-02940783
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Submitted on : Wednesday, September 16, 2020 - 3:17:26 PM
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  • HAL Id : tel-02940783, version 1

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Adel Znaidi. Métacognition et apprentissage de l’écriture de textes narratifs : étude de l'autorégulation chez les élèves du 1er cycle de l’enseignement de base. Linguistique. Université de Lorraine; Université virtuelle de Tunis, 2020. Français. ⟨NNT : 2020LORR0038⟩. ⟨tel-02940783⟩

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