L’apport de La Lecture à La production Écrite

Abstract

The Contribution of Reading to the Written Production

In our modern society, writing occupies a prominent place in Arabic first and then in FFL. In fact, writing serves us in our daily lives: shopping list, email writing, exam, writing, copy, of a cooking recipe, photo caption, invitation. As the common base reminds us (Ministry of Education), writing and reading conditions access to all areas of knowledge and the acquisition of all skills. The mastery of writing, reading and writing has become so essential. The importance given to writing and more specifically to writing, is due in particular to the fact that it is given a plurality of functions. Indeed, if today writing has a dominant function of communication, it also allows the memory conservation (to help the memory or the memorization, to prevent forgetfulness, to overcome the distraction). It meets the needs of the organization of administrative and commercial exchanges (displays, price lists), it is an important vector of cognitive, epistemological and technological development: it makes it possible to develop reflexive capacities by distancing reality and action, and directs by genres or types of writing, the way of perceiving, thinking and structuring the surrounding world as well as the human beings. Thus, making a diagram on the operation of an electric light bulb or developing a table ordering the words according to their nature (determiner, noun, adjective, etc.,) has a strong impact on the apprehension and understanding of these phenomena. Writing plays a major role in the access to knowledge, culture and the profession, insofar as a significant part of knowledge and culture is transmitted via writing and that many professional gestures involve writing (document to fill out, fax or e-mail to send, notices to go through) we can add that writing allows self- expression in different ways. As a result, reading has a positive influence on writing and especially in a FFL teaching-learning situation because most literary genres encountered in reading can be the starting point for a writing project (tale, story of origins, legends, fiction science, detective story, travelogue, fable, play …). The role of the teacher consists in leading his learners to production by gradually relying on the texts read by inviting learners to extend or complete a text or to transform it into a narrative or theatrical text. As he can lead them to write a dialogue or a description intended to fit into a story or to extend it. In this sense, imitation, diversion are the bases of the work of writing, with reference to literary texts. The use of prototypes must be permanent, either to identify characteristics likely to guide the implementation of the project or to answer questions. Any writing project can be extended by an editing project of the completed text; this is an opportunity for students to learn about the production of a text. On the basis of tehse facts, we can say that writing requires reading and comprehension of the written words. In fact, reading and writing are systematically linked, as more than one researcher has stated, whether in didactics or in the science of education. Today the scientific study of writing, whether working on writers' manuscripts or psychological analyzes has shown the importance of reviewing the text and making changes. Having permission to strike out on papers does not exempt the writer from thinking before writing: these are not the same modifications that take place depending on whether the text is forged in thought or rewritten under the influence of literary research, or erasures are considered as a trace of the creative journey, the official instructions in the syllabus highlight rewriting to propose the remodeling of the text to reproduce it, possibly its reorganization, which leads us to think that a reflection on writing seems obligatory and in particular at university in the module of the writing. However, the syllabus and official texts quite clearly distinguish writing as an activity and training aqdequate to linguistic production and security in space and time. In this regard, the reflection and practice of the written production activity could be divided into four periods which correspond to four ways of considering learning to write and to four denominations of students’ writing: writing, written expression, writing production and rewriting. These modalities are not mutually exclusive in most classes, several of them. This paper focuses on these issues with a particular emphasis on the correclation reading- wrinting.