Comment favoriser le developpement cognitif en français langue étrangère dans une seance de comprehension et production écrit? [Articol]]

Abstract

This paper seeks to highlight several key aspects related to reading comprehension and writing tasks in French as a foreign language at the university level. From the learner’s perspective, the aim is to shed light on the language acquisition process; from the perspective of teaching practices, the aim is to analyse existing pedagogical approaches. And to better understand the issue of written production in French as a foreign language, we examine the reasons why it has taken on a significance it has never had before: this is the issue of writing in French as a foreign language. We also explain how data from cognitive psychology shed light on the nature of learning. The goal is to see how a significant portion of the acquisition of general proficiency in French as a foreign language has been attributed to the use of these learning techniques or strategies.