Rôle des processus de planification et de revision dans l’amélioration de la production d’un texte argumentatif en FLE

Abstract EN

Our contribution, emanating from an observation that testifies to a fragility in writing nearby the foreign languages learners due to the deficiency of the editorial processes, is part of the cognitive psycholinguistics.

We present the results of an experimental study aiming to raise the crucial role of the cognitive planning and revision processes in the improvement of writing of argumentative type in subjectswriters of third year secondary writing in French as a foreign language.

For that purpose, assistance tools designed to facilitate the activation and implementation of these two editorial processes have been designed.

We will discuss, first, tow resources : reading a text and listening to a recording (with or without taking notes) as aids to the planning of an argumentative text ; and secondly, an evaluation grid (coevaluation or self-evaluation) as an aid to the revision of this text.