(N)TIC et aides à la compréhension et à la production de textes explicatifs en langue seconde - Vers une didactique cognitive du texte en contexte plurilingue et pluriculturel

Abstract

Learners in comprehension and production of texts in mother tongue (L1) have difficulties in working out the coherence of the local (microstructure) and global (macrostructure) meaning of the semantic contents of the texts to be understood and written. In second language (L2), these difficulties are even more important because students must activate linguistic knowledge about the second language, but also about representations evoked by the text and built in their mother tongue. These are the knowledge which enables learners to activate the necessary inferences for the construction of the coherence of the text. We present two researches on the assistance in mother tongue (L1) for text comprehension and production in L2. The goal is to conceive and validate systems of hypertexts (closed hypertext systems) and systems of remote co-training (open-ended Internet environments) supported on the same integrating theoretical framework making it possible to account for memory process involved in trainings in multilingual and diglossic contexts. Starting from this common framework it becomes possible to consider from an interdisciplinary perspective a coherent and effective development of the didactics and the assistances systems.

Keywords

• comprehension
• rewriting
• mother tongue
• second language
• help