Réflexions à propos des pratiques évaluatives de l’écrit et du feedback en FLE - Cas des apprenants de 4ème AM

Abstract

The present research,Focuses on the attention that fourth-grade learners place on different types of feedback when the teacher attempts to highlight deficient forms of writing. Thus, this study will focus on evaluation practices of writing in FLE, what kind of feedback patches, express or implied, the teachers use when marking scripts?And on what levels, linguistic and / or pragmatic / semantic? To answer these questions, we carried out a content analysis and were able to identify the presence of a particular type of feedback in the copies, as well as the frequency of their use, and sought to evaluate their effects, both qualitatively than quantitative