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Écrire en langue additionnelle : un besoin de complexifier les modèles

Abstract : This contribution proposes a reflection on the continued relevance of theoretical approaches to writing instruction, as well as of psycho-cognitive models of writing processes that have been transposed from initial ​​to additional language teaching. The study of writing theories and their development highlights aspects requiring a more complex examination to take into account the plurilingual dynamics and the advantages of digital technology. These aspects have been analyzed in several action research experiments in educational contexts in France, Bulgaria, Tunisia, and Morocco. In the piloted learning environments tutor mediation, digital tools and resources, collaboration and interaction among peers and native speakers of the target language were organized in a way that fosters the progressive development of written production, sensitization to norms, creativity and learner autonomy. Finally, a model that takes into account these results is proposed. Available online:
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Contributor : Krastanka Bozhinova <>
Submitted on : Sunday, July 12, 2020 - 2:23:06 PM
Last modification on : Monday, September 21, 2020 - 4:02:04 PM


  • HAL Id : hal-02897447, version 1



Krastanka Bozhinova, Jean-Paul Narcy-Combes, Abdelouahad Mabrour. Écrire en langue additionnelle : un besoin de complexifier les modèles. Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020, Enseigner et apprendre à écrire en français langue étrangère : modèles théoriques, perspectives critiques et appropriations. ⟨hal-02897447⟩



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