Atouts de la réécriture collaborative sur les pratiques scripturales

Abstract EN

The competence of written production has always been a source of concern for practitioners, which is why writing is now one of the most important and priority concerns in language didactics especially in the process of writing teaching –learning of French as a foreign language.

So, getting learners to acquire writing skills is not an easy task, because it requires the student a certain number of cognitive strategies from mental and physical processes to perfect it, to train it in social life and in different situations through writing.

Everyone agrees that any teacher of French as a foreign language has been confronted with the difficulties arising from the teaching of this activity.

Our objective by the present study is twofold: to identify the difficulties that learners face during written production, then to propose solutions to overcome them and that teacher could benefit.

For this purpose, we have found it useful, that the writing in collaboration (between peers) as a device which makes it possible to solve and to reconsider the various problems of writing.

Through this study, we try to show the effectiveness of an approach based on collaborative writing between learners.

To this end, we applied an experimental framework in which 1st year secondary school groups were exposed to the various specific topics, a control group that works individually and a control group that will be our experimental group where we will ask students to rework their written texts into subgroups, in the form of a workshop.

Abstract FRE

Amener les apprenants à acquérir une compétence en production écrite n'est pas une tâche aisée.

Tout enseignant de français langue étrangère a été confronté aux difficultés découlant de l'enseignement de cette activité.

Le présent article tente de proposer la réécriture en collaboration (entre pairs) comme étant un dispositif qui permet de résoudre et de réexaminer les différents problèmes de l'écrit.

Pour cette fin, nous avons appliqué un cadre expérimental dans lequel des groupes de 1ère année secondaire ont été exposés aux différentes situations de production écrite, avec et sans le recours au travail collaboratif.

Getting learners to acquire writing skills is not an easy task.

Any teacher of French as a foreign language has been confronted with the difficulties arising from the teaching of this activity.

this article attempts to propose rewriting in collaboration (between peers) as a device that allows to solve and re-examine the various problems of writing.

To this end, we applied an experimental framework in which groups of 1 year secondary were exposed to different situations of written production, with and without the use of collaborative work.