Impact de la gestion planifiée du tableau blanc en classe de FLE sur la compétence de compréhension de l’écrit d’un texte en l2 : cas des apprenants de 4eme AM

Abstract

Simple, inexpensive and relatively durable, the board seems a natural part of class. Paradoxically, considering it as a teaching technique in its own right (Cuq & Gruca, 2005) may seem surprising, but in reality, it is the most widespread technological medium in the classroom. Therefore, writing on the board is a practice considered an integral part of the teaching profession in order to streamline the transmission of knowledge. Despite the fact that its presence is almost systematic in all classes, its use and management are little studied. Reorganizing, witnessing interactions and materializing the transition from oral to written, the functions of the board are multiple, however, are teachers and learners aware of this? What representations do they have of the painting? Indeed, we attempted through a semi-directive interview, intended for 4th AMlearners, to show whether they consider the whiteboard as a didactic tool and, to identify their representations in relation to the role that this tool would play in their learning in class, more particularly during a session of reading comprehension of an argumentative text. Furthermore, the preliminary results showed on the one hand the preponderant role played by the blackboard in the FFL class and on the other hand, that its management and organization are two factors which allowed optimal performance and a considerable contribution current teaching/learning techniques.