L’analyse des obstacles comme source de dépassement des difficultés en production écrite

Abstract

Two argumentative genres "request letter" and "response to readers' letters" were modeled didactically for teaching. The contrastive analysis of the argumentative texts produced by adult students in French as a foreign language and by students from the primary school allowed a categorization of the characteristic errors and the language capacities that are being developed for these two categories of learners. The hypotheses on the zones of proximal development allow the authors to suggest the elaboration of new didactic instruments to overcome the obstacles observed.

Keywords

• didactic instruments
• language capacities
• argumentative genres
• learning obstacles
• written production
• zones of proximal development