البراغماتية و الممارسات الديداكتيكية للغة : رؤية في مبدأ الفعل حسب : براغماتية : بيرس و جايمس و ديوي

Abstract EN

Research in the field of didactic practices of the language and types of its related competencesgets actualised with the concept of practise and the relationship between "Act" and "Thinking".

If we consider that thinking is practising according to piaget’s rule, then how can we develop an effective intelligence and linguistic cognition? From this point, the pragmatic trend questions the reference meaning of practise that we intend to study in the educational linguistic habilitation which is not that of integrating linguistic knowledge and practises or what is referred to as :”le pragma”.

Pragmatism visualizes the function of the identified thought within the context of "Act".

It becomes a subject for critics clarifying the social and the individual perception of the language.

Pragmatism considers that the truth or the extracted rules of the language do not correspond to the needs of the real world.

Rather, they respond to the accomplishment of human acting.

Pragmatism is also, a methodology and a formative theory of the truth coming from the realistic meaning of the language.

The theoretical truth of the language becomes a summative name for all the structures and a practise which has an identified value.

Thus, thoughts refer to working experimentally with the language according to James.

This paper tries to study also (thought- action) to establish a status for the didactic and the social world of the language according to Dewey and James.

The question of the pragmatist is, therefore, not only the notion of practise.

He, rather, gives a conception for the linguistic action where thought is investigated with its practises and knowledge of acting as proposed by pragmatism of knowledge.

Thus, a link can be established between the theoretical work and the practical one as well as introducing a new thing in the experiment.