Lecture/compréhension d’un récit vraisemblable et créativité scripturale en FLE Cas des apprenants de 1ère année secondaire lettres Lycée Maghni Sandid Mohamed –Ain T’émouchent

Abstract

This thesis focuses on the role of plausible narrative in the teaching and learning of French as a Foreign Language (FFL) at the secondary school level, particularly among first-year secondary students in the Literature track. The main objective is to analyze how the reading and comprehension of realistic stories can stimulate students’ writing creativity while strengthening their written production skills. The implemented approach aims to support students through a progression from reception to production, using guided, semi-guided, and then free activities. The results show that working with plausible narratives leads to a significant improvement in both text comprehension and the quality of students’ writing. This thesis thus highlights the complementarity between active reading and creative writing, and proposes an integrated didactic approach tailored to the specific needs of FFL learners at the secondary level