تعليمية النص الأدبي في ميدان فهم المكتوب بين الواقع و المطلوب في التعليم المتوسط

Abstract EN

Literary text didactics of the comprehension of the written text in middle school is a significant session in the Arabic language teaching syllabus ; yet, it has various uses for the teaching session terminology of the literary text, text analysis, textual tasting, and text coherence and cohesion.

it leads pupils at this level to get a lack of comprehension and hinders their perceptive abilities because of the denotations they met in school books.

it is obvious that this is above their level at this age, mainly in the fourth year.

coherence and cohesion are among the modules taught at the university within the linguistic approach in text analysis.

this makes the present researcher try to unify the appropriate terms during this stage and put literary text didactics within the reference frame of text linguistics.

it is also necessary to standardize the methodology of presenting the session in this view in order to avoid the problematic raised by the teachers and provide learners with materials according to their capacity at this stage.