VERS UNE REPRÉSENTATION VERTICALE DE LA LECTURE/COMPRÉHENSION VS. PRODUCTION ÉCRITE DU TEXTE SCIENTIFIQUE : RÉFLEXION COGNITIVO-DIDACTIQUE EN CONTEXTE UNIVERSITAIRE ALGERIEN
TOWARDS A VERTICAL REPRESENTATION OF READING/COMPREHENSION VS. WRITTEN PRODUCTION OF SCIENTIFIC TEXT: COGNITIVE-DIDACTIC REFLECTION IN AN ALGERIAN UNIVERSITY CONTEXT

Summary/Abstract: This study adopts a cognitive-didactic perspective to examine the processes involved in reading comprehension and written production of scientific texts in an Algerian university context. It is based on the assumption that meaning construction does not rely solely on the explicit information provided in the text, but also on the reader’s prior knowledge and mental representations. The main objective is to assess the impact of guided instructional prompts on comprehension and information recall among first-year French language students. An experimental design was implemented with two groups: a control group (G1; N=20) and an experimental group (G2; N=20). The latter received structured guidance in the form of instructions designed to support information processing and stimulate what is referred to as “vertical” inferential activity. The findings reveal a significant improvement in both the quantity and relevance of recalled information among the experimental group, thus highlighting the effectiveness of guided pedagogical interventions in facilitating the understanding of explanatory texts. The study also identifies a major obstacle related to learners’ prior representations, which may distort the construction of global meaning. It therefore emphasizes the importance of integrating cognitive strategies into foreign language teaching practices in order to enhance both reading comprehension and scientific writing skills.

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