POUR UNE APPROCHE DE LA GRAMMAIRE TEXTUELLE : CONTRIBUTION DES CONNECTEURS ARGUMENTATIFS DANS LA COMPREHENSION DE L’ECRIT EN FLE

Abstract

This research tackles the crucial issue of writing comprehension within teaching in FLE (French as a Foreign Language) classes among the 4th-year Middle School learners. In this context, we propose this work which consists in studying the role of the linguistic tools known as argumentative connectors in the comprehension of writing, by being part of an approach of textual grammar. These tools are paramount elements in structuring, and sequencing sentences, ideas and paragraphs, to provide cohesion and textual coherence, knowing that the text is a product, bearing an architecture and the communicative intention of the author to safeguard the textual typology. Similarly, the reading process, as part of this activity, creates a framework where the learner develops their skills as they progress. We can, therefore, consider connectors as tangible tools for constructing and deconstructing the text, hence, the writing comprehension.