Cet article propose un tour d’horizon des recherches psycho-cognitives portant sur la compréhension du sens d’un texte écrit en français langue étrangère, en fournissant ainsi une alternative aux recherches sur la lecture en FLE qui sont fondées essentiellement sur l’analyse du discours dans le champ de recherches français. Dans la deuxième partie du travail, suite à des travaux antérieurs que nous avons menés sur la lecture scolaire, l’article montre ce que retient la didactique de la lecture en FLE des recherches sur la compréhension de l’écrit.
This paper aims at providing a general survey of the psycho-cognitive research into the understanding of the meaning of a text written in French as a foreign language, thus offering an alternative to the research on the reading in FFL which is essentially based on discourse analysis in the field of French studies. As a result of our previous approaches to school reading, the second part of the article shows what the reading methodology in FFL maintains from the research on the comprehension of the written text.
Cuvinte-cheie:
compréhension de l’écrit, lecture scolaire, approche cognitive, didactique de la lecture, manuel scolaire
the comprehension of the written text, school reading, cognitive approach, reading methodology, schoolbooks
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