Teaching French Through Dynamic Assessment:The Case of The First Year Undergraduate Students FLE

It is well established that at the university,one forms the critical spirit,the spirit of analysis and the spirit of synthesis.What we advocate is a spirit of evaluation.The process we followed is part of a problematic of teaching French and especially in didactics of writing.We have implemented an experimental device in our teaching practice.This is the dynamic evaluation.This evaluation allows the measurement of the initial level of achievement of a written production.And also the introduction of elements likely to help the subject to modify his usual strategies involved in the realization of a failed written production.But above all the appreciation of the way new strategies are involved.It is a four-phase experience that lasted a whole year.We first put our sample audience to a pre-test;with them,we determined the teaching objectives;then we set up the training workshops for the dynamic assessment,and finally we closed the process with a final test of measurement and evaluation.Two questionnaires were used and an observation grid.

For a Real Generic and Textual Competence in Written Production Among Secondary School Students in Algeria. What Relationship to Writing?

If,linguistically speaking,writing constitutes one of the two faces in the form of which discourse can be emitted,his place and his evaluation in didactics of the languages make anchor the feathers of the researchers in the field.To write or“to produce,to put in situation,to make happen in the direction of enaction”requires the mobilization of a generic and textual competence thus leading to the writing of different types of text according to various situations of communication.In language classes,our students often experience difficulties related to the practice of writing,sometimes causing inhibitions and avoidance strategies.We conducted a research entitled“For a real textual and generic competence in the written productions of high school students in Algeria(the case of three high schools of French Médéa)”.This research is part of several hypotheses corroborated by field surveys with a sample of students from three high schools of Medea.Our pupils,especially at the three secondary school,write very little.If they write,they do so in short texts.The approaches by type of texts(the argumentative,the narrative,the descriptive…)dominate.The pre-text process is often underestimated.The genre,whether literary or non-literary,is rarely taken into account in written production.Our work advocates a reconsideration of gender as an input for the improvement of writing.It defends writing process rather than handwriting transmission.The pre-text,whether collaborative or individual,must be taken into account.The project is an essential concept for implementing a writing project.