علاقة استراتيجيات التعلم المعرفية بالمستوى اللغوي لدى تلاميذ التعليم الابتدائي مزدوجي اللغة : دراسة مقارنة بين الناطقين بالعامية العربية و الناطقين بالقبائلية

الملخص EN

Our study aims to identify the cognitive strategies used by learners of the Arabic language speaking in dialectal Arabic and the Kabyle-speaking learners, and to identify the relationship between them and their academic achievement in Arabic.

To do this, we selected a sample of 90 learners in the fifth grade of primary school, 45 of them speaking Arabic dialect and 45 others speaking Kabyle.

We distributed a cognitive strategies scale, translated from the book Paul Syr ladder Learning Strategies and after arbitration and testing its psychometric characteristics, it was distributed on the sample of the study during the month, April 2011, We reached the following results: The majority of learners (PAD) and (PK) used the three strategies at all times: the systematic revision strategy 81.71%, the strategy of deduction and generalization with 80.58%, then the strategy of use of dictionaries and references of 65.25%.

Followed by the strategy of translation and comparison in the first language in fourth place with 63.98%, followed by information storage strategy in sixth place with 57.73%.