Les stratégies rédactionnelles en FLE chez les lycéens ِAlgériens : cas l’établissement Cherif Tlemsani–Béni SafThe writing strategies in FFL among Algerian secondary school pupils d’étude : lycéens de 3 ème année secondaire de

الملخص EN

This article presents an experimental study that we have performed with a group of Ten Algerian secondary school pupils in 3rd year, with the intention to identify the writing strategies that they have used so as to write an argumentative text in FFL.

As well as, to verify the rate of recurrence of the set of the strategies identified among the group investigated.

Three tools of analysisled to the objective of our research to respond to the problematic and hypotheses of the beginning.

It is related to the analysis of the written expressions: the proper piece of writing also the draft; a questionnaire designed to the group investigated and the sound recordings.

This latter convenes fundamentally the researches done in cognitive psychology and more precisely those of JR.Hayes & L .

Flower (1980) in the domain of writing and modeling.

This experimentation allows us to answer the problematic.

We have realized that secondary school pupils use writing, cognitive, metacognitive and socio-affective strategies.

Then, that our respondents find difficulties in the lexical order as well as they do not revise well their writing pieces.