Impacts Des Pratiques Pédagogiques Sur Les Compétences Lecturo-scripturales Des Étudiants. Cas Du Module Psl

Résumé: The lecturo-scriptural skills in L2 of Algerian students are complex due to an insufficient knowledge of textual functioning due in part to the dominance of the teaching of the written language which is essentially based on sentence grammar combined with a transmissive methodology, an approach which does not always lead to these skills because the language is taught as an object of study. On the other hand, studies have shown the considerable contribution of textual grammar to developing language and discursive skills, the purpose of all language learning (Combettes, 1994, Hidden and Portine, 2017). This article aims to show, from an experiment that focused on a corpus of verbalizations from ENS students, enrolled in second year and having concerned the systematic language practice module, that different teaching practices may influence the learning journey. The results of the analysis of these verbalizations made it possible to show that innovative teaching practices based on the observation, discovery, use and mobilization of linguistic units to identify or produce meaning through texts (textual grammar), can change the relationship with the language, the practice of which is materialized through the mastery of reading-writing and not only that of notional knowledge.

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