L'apport du ludique dans l'enseignement / apprentissage du FLE de la compréhension de l’écrit " Cas des élèves de 4ème année primaire, école HASNI Laarej, Béni Saf, Ain-Temouchent"

Abstract

Learning French as a foreign language (FLE) represents a challenge for primary school learners. This work explores the integration of playful approaches in the teaching/learning of French as a foreign language, particularly during the development of reading comprehension skills among 4th grade primary learners, which could have a positive impact on student engagement and motivation as well as on reading comprehension outcomes. The main objective of our work is to examine the impact of playful activities as a pedagogical tool and demonstrate that the integration of games into teaching practice can motivate learners and enhance their reading comprehension skills. Our work proposes a comparative study between basic teaching without the use of playful games and with the use of playful activities in the lessons, while highlighting the advantages and difficulties encountered by teachers and students in each method.