Open AccessTHE SUMMARY AS A TEACHING STRATEGY FOR FRENCH AS A FOREIGN LANGUAGE
Author(s) -
Lamia Ali Guechi,
Bouba Saadani
Publication year - 2021
Publication title -
rimak international journal of humanities and social sciences
Language(s) - English
Resource type - Journals
ISSN - 2717-8293
DOI - 10.47832/2717-8293.7-3.28
Subject(s) - typology , foreign language , task (project management) , class (philosophy) , reflection (computer programming) , mathematics education , computer science , test (biology) , language education , component (thermodynamics) , linguistics , expression (computer science) , language assessment , pedagogy , psychology , sociology , artificial intelligence , engineering , paleontology , philosophy , physics , systems engineering , anthropology , biology , programming language , thermodynamics
In language teaching, written production is an important educational issue for the assessment of language learners in class. Thus, the summary remains a pedagogical purpose and a typology of the F.L.E's teaching strategies, which encourages learners to develop a text to improve this linguistic component essential to the acquisition of a foreign language. In this article, the question is whether the summary as a teaching aid serves as a test for the development of written expression skills. By relying on summary examples where written production represents a linguistic skill promoting the learning of the target language, and to advance learners during this writing activity in a university setting. Our research work is a reflection on the importance of written production in the learning of FFL, considered as a task allowing learners to mobilize skills in writing when writing a summary.