Combiner didactique des langues, psycholinguistique et psychologie cognitive pour créer un outil pédagogique de lecture en français langue seconde

In this study theories of language didactics, psycholinguistics and cognitive psychology supported the creation of a pedagogical tool that facilitates reading in French as a second language. The tool was designed to enhance comprehension of links between texts (similarities and differences between four provided texts), comprehension of sources in connection with content (who says what), and detailed comprehension. The results reinforce some theories about reading in a second language and lead to suggestions for teaching.