مكانة المعرفة الإجرائية و المعرفة الوجودية في تعليم اللغات و تعلمها

Abstract EN

Many elements interfere in language teaching/learning process, among which the perceptive and the cognitive, which are, subsequently, divided into: the ‘know-how to do’ and the ‘know-how to be.’ The first is considered as a mechanical and cognitive system that belongs to what can be called ‘knowing how to do.’ The second appears to the human and sensitive aspect and depends on the subject’s presence in the world.The identification of these two parameters makes it possible to approach a didactical model of teaching/learning, where the human aspect and the technical co-exist.

The purpose of this article is to show which of these parameters is anterior to the other in the pedagogical activity