واقع تعليمية التعبير الكتابي في المدرسة الجزائرية

Abstract EN

Expression constitutes the outcome of the linguistic activities and translates them through the language fact of the learner, especially in its written form in which all the four linguistic skills are shown as concrete actuality of the learner.

In spite of its importance, there is a set of procedural obstacles at the executive level in the primary school in terms of planning, executing and evaluating.

This article attempts to stand on its advantages and drawbacks in the field procedure.

It also suggests several solutions that results from the field practice.