Transposition didactique interne et développement de la compétence écrite en classe de Seconde et de Première : le cas de la dissertation littéraire en contexte d’APC au Complexe Scolaire Adventiste d’Odza

Abstract

This dissertation attempts to explain and analyze theoretically and practically an important problem in the teaching-learning of French. It is about the influence of the internal didactic transposition on the development of the written competence in literary dissertation in the context of the Competency Based Approach. Indeed, the implementation of the internal didactic transposition in the teaching-learning process is perceived as a factor of development of the written competence. In the first place, this study proposes a return to the analysis of the aspects of internal didactic transposition that have an influence on the components implemented in a literary essay. In this context, the didactic preparation (didactic pre-action) and the didactic contract appear as factors in the development of the language competence, the comprehension competence and the production competence. Our research continues in a second step with a study of the real teaching conditions made thanks to a mixed research method (qualitative and quantitative) which lets us notice that in spite of the techniques recommended and used for the development of the written competence, the students still find themselves stymied in front of the essay topics. The teachers still do not detach themselves from the pedagogy by objective.