Titre :	Le processus de l’évaluation de la production écrite chez les étudiants du Centre d’Enseignement Intensif des Langues de l’université Constantine 1.Cas des niveaux 3 et 4.
Type de document :	texte imprimé
Auteurs :	Saoussen Bouchemaa ép Laouar, Auteur ; Fatiha Hacini, Directeur de thèse
Editeur :	جامعة الإخوة منتوري قسنطينة
Année de publication :	2019
Importance :	462 f.
Note générale :	1 copies imprimées disponibles
Langues :	Français (fre)
Catégories :	Français - Anglais Langue Française
Tags :	Langues française :didactique du FLE  Evaluation  production écrite  processus  enseignement/apprentissage  besoins langagiers  apprenants  CEIL  written production  process  teaching / learning  language needs  learners  التقييم  التعبير الكتابي  عملية  التعلم و التعليم  الاحتياجات اللغوية  المتعلمين  مركز التعليم المكثف
Index. décimale :	440 Langues romanes. Français
Résumé :	This research focuses on the process of assessing the written production among students of the Center of Intensive Language Teaching at the University of Constantine 1, the case of learners at levels 3 and 4. The objective is to evaluate the written production of CEIL learners through language needs expressed by themselves, and which have been identified. These properties are discussed in light of several disciplinary fields; the didactics of the writing in FLE, the evaluation of the writing, the French on specific objectives FOS. In this study framework, it is initially a question of an analysis of the language needs of the learners based on a prognostic assessment by the teachers. Thus, the hypothesis that the summative evaluation of written production is in line with learning objectives and situations, is questioned through this survey. In a second step, it is a question of analyzing the activity of the written expression based on the criteria related to the targeted publics, also through an observation which allowed us to highlight the practices of the adopted writing by the teacher who present positive aspects but also inadequacies in the CEIL class, these dysfunctions lie in the absence of an editorial approach, which confirms the hypothesis that the teaching of the written production does not refers any writing theory. The written questionnaire survey gave us information on evaluation design, evaluation practices among teachers, and a focus on learner profiles and language needs. As for the hypothesis that the objects of evaluation of the written expression relate to the linguistic aspects rather than to the communicative aspects, it is confirmed on several levels, and more particularly, at the level of our last study which was the object of the analysis of the written productions, where it was found that the teacher evaluates the productions of the learners taking into consideration the points of view pragmatic, semantic, and morph syntactic. Our hypotheses have been confirmed and validated on the field of study, following these results, didactic proposals are aligned in order to provide a better perceptive of the teaching / learning of Written production at the CEIL level.
Diplôme :	Doctorat en sciences
En ligne :	../theses/francais/BOU1552.pdf
Format de la ressource électronique :	pdf
Permalink :	index.php?lvl=notice_display&id=11273

Le processus de l’évaluation de la production écrite chez les étudiants du Centre d’Enseignement Intensif des Langues de l’université Constantine 1.Cas des niveaux 3 et 4. [texte imprimé] / Saoussen Bouchemaa ép Laouar, Auteur ; Fatiha Hacini, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 462 f.
1 copies imprimées disponibles

Langues : Français (fre)

Catégories :	Français - Anglais Langue Française
Tags :	Langues française :didactique du FLE  Evaluation  production écrite  processus  enseignement/apprentissage  besoins langagiers  apprenants  CEIL  written production  process  teaching / learning  language needs  learners  التقييم  التعبير الكتابي  عملية  التعلم و التعليم  الاحتياجات اللغوية  المتعلمين  مركز التعليم المكثف
Index. décimale :	440 Langues romanes. Français
Résumé :	This research focuses on the process of assessing the written production among students of the Center of Intensive Language Teaching at the University of Constantine 1, the case of learners at levels 3 and 4. The objective is to evaluate the written production of CEIL learners through language needs expressed by themselves, and which have been identified. These properties are discussed in light of several disciplinary fields; the didactics of the writing in FLE, the evaluation of the writing, the French on specific objectives FOS. In this study framework, it is initially a question of an analysis of the language needs of the learners based on a prognostic assessment by the teachers. Thus, the hypothesis that the summative evaluation of written production is in line with learning objectives and situations, is questioned through this survey. In a second step, it is a question of analyzing the activity of the written expression based on the criteria related to the targeted publics, also through an observation which allowed us to highlight the practices of the adopted writing by the teacher who present positive aspects but also inadequacies in the CEIL class, these dysfunctions lie in the absence of an editorial approach, which confirms the hypothesis that the teaching of the written production does not refers any writing theory. The written questionnaire survey gave us information on evaluation design, evaluation practices among teachers, and a focus on learner profiles and language needs. As for the hypothesis that the objects of evaluation of the written expression relate to the linguistic aspects rather than to the communicative aspects, it is confirmed on several levels, and more particularly, at the level of our last study which was the object of the analysis of the written productions, where it was found that the teacher evaluates the productions of the learners taking into consideration the points of view pragmatic, semantic, and morph syntactic. Our hypotheses have been confirmed and validated on the field of study, following these results, didactic proposals are aligned in order to provide a better perceptive of the teaching / learning of Written production at the CEIL level.
Diplôme :	Doctorat en sciences
En ligne :	../theses/francais/BOU1552.pdf
Format de la ressource électronique :	pdf
Permalink :	index.php?lvl=notice_display&id=11273