L’effet cognitif de l’atelier tutoral plurilingue apprenantapprenant sur le développement des compétences rédactionnelles littéraires des étudiants de français langue étrangère

Abstract

The object of our study is the literary writing in the student of FLE. In an experimental group, writing is carried out in a multilingual student-student tutorial workshop, in order to measure the degree of development of the writing skills of students with learning difficulties. In the control group, the learner-writer's writing is reviewed in the teacher-student interaction. The hypothesis is that in developing writing skills, the multilingual learner-learner tutorial workshop is more fruitful than that led by the teacher.