الكفاية اللغوية في مقروء اللغة الثانية حسب الرؤية التداولية الوصفية لاستراتيجيات وثيقة جامعة لوزان 2013

الملخص EN

This vision in teaching second language reading is based on transcending spelling and cognition to interaction and production, based on enhancing intentionality and giving dynamism to texts, and transforming them into speech discursive for learners, which leads to raising their linguistic sufficiency, and liberating it by means of interaction and complete intention of text.

This is only through living the context and matching the texts to the situation and creating a need, and this does not come except through the linguistic act that comes from the practice of interactive reading, and thus we reach the goal of this practice, which not only leads to the acquisition of linguistic forms or the knowledge that, but leads to the creativity and the positive interaction.

This is what the document of the University of Lausanne 2013, established by strategies in teaching reading texts events interactive, communicative and performance sufficiency model that practice language functionally and content, it practice the linguistic template that goes beyond simulation to creativity and interaction, which supports the activities of speech, listening and writing in a concrete, after following 36 strategies for dynamic reading in a class interaction at the level of ideas, thinking about information, narrating and reconfiguring it linguistically, and at the level of discourse in realizing its units and styles, and then represented in the competencies of writing, speaking and understanding listening, and showing the effectiveness in exploding the adequacy of the read, and exploiting this to achieve objectives learner.

This study concludes - after discussing and interpreting the philosophy of these strategies pragmatically - to the importance of applying the terms of these practical procedures according to the three classification levels mentioned previously, as it gave an explanation of the pragmatic vision in acquiring linguistic competence first, then great effectiveness and model sufficiency equivalent to the mother language, Rather, it goes beyond it because it is not specialized in it, for example.

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and others, then it give a short time for acquiring sufficient reading comprehension of the second language, as well as the other results discussed within the research and referred to previously.