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Université Sidi Mohammed Ben Abdellah ، imane.elkarfa@usmba.ac.ma
چکیده: (907 مشاهده)
Written argumentation is an essential skill for academic and professional success. Based on a socio-constructivist perspective, this study aims to improve the writing skills of second-year secondary school students studying French as a foreign language (FLE) in an urban Moroccan context. To what extent, then, can we design a complex didactic approach that considers both the needs of secondary school students and the objectives of teaching and learning?
Starting from diagnosing the students’ needs and linguistic difficulties, a didactic approach of accompanied rewriting was adopted and developed in a teaching sequence centred on the argumentative genre. Qualitative data analysis shows that the students in the intervention group made significant progress compared with the control group. The latter’s writings showed clear progress in writing a text and its procedures. A quantitative and statistical analysis, using SPSS software, then confirmed the results of the qualitative analysis. The results underline the importance of teaching writing procedures and distancing from the writing. These and other elements offered us interesting didactic avenues that may constitute research hypotheses for future studies.
Starting from diagnosing the students’ needs and linguistic difficulties, a didactic approach of accompanied rewriting was adopted and developed in a teaching sequence centred on the argumentative genre. Qualitative data analysis shows that the students in the intervention group made significant progress compared with the control group. The latter’s writings showed clear progress in writing a text and its procedures. A quantitative and statistical analysis, using SPSS software, then confirmed the results of the qualitative analysis. The results underline the importance of teaching writing procedures and distancing from the writing. These and other elements offered us interesting didactic avenues that may constitute research hypotheses for future studies.
واژههای کلیدی: didactics of writing، scriptural competence، learning FFL، accompanied rewriting، didactic sequence
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