Comment Analyser Les Besoins De Français Langue Seconde De Spécialité(s) Dans Le Contexte De L’université Algérienne '

Agzul Tasleḍt d yigmaḍ i d-nefka deg umagrad-agi d aḥric si tezrawt i nexdem ɣef wefham n tefransist, tutlayt n uselmed n Génie Mécanique, ɣer yinelmaden iqbayliyen i dyewwin lbak s taɛrabt.Tamezwarut n tmezwura, ad nḍegger tiṭ ɣer wamek i asenyettiwɛir i yinelmaden-agi wefham n tmusniwin n wennar-agi lemmden, ad neɛreḍ ad nessishel i uselmed timusniwin-agi s kra n tḥerfiyin tipidagujiyin.Tis snat, ad nesleḍ s tmuɣli n l’analyse du discours kra n wamuden yuran neɣ yettwannan. S wannect-a ara d-nbeggen amek txulef tmeslayt n wennar-agi akken ad as-neg ttawil swayes ara tt-nesɣer. Ad nessexdem tarrayin n l’ingénierie de la formation akken ad nẓer acu n tmusniwin n tutlayt i asen-ilaqen i yinelmaden-agi. Ad nernu ad nessexdem tiẓriwin n uselmed n tutlayt tis snat, la psychologie cognitive, l’interlangue, akken ad nẓer amek tettemselḥunt deg uselmed tutlayt tamezwarut (L1) d tis snat (L2). Mačči d timsirin n tefransist iwumi ara nsemmi « français de spécialité » i nebɣa ad d-nexdem, nebɣa ad nettekki deg uselmed n wennar-agi s usishel n tutlayt swayes ara lemden timusniwin. Abstract The analysis and the results presented in this paper are part of a research project ,on access to French language in teaching mechanical engineering for kabyle speakers students who obtained an Arabic Baccalaureate (the case of the students registered in the 3rd year licence degree 1 at Mouloud MAMMERI University of Tizi-Ouzou). First, it is for us to focus on the difficulties that students face in their process to access into disciplinary knowledge. For a pedagogical purpose, we will explore this knowledge through a set of educational activities. Second, it is to highlight the linguistic specificities characterizing the discourse of the field, through series of written and oral corpus analyzed according to the principles of pragmatic linguistics, in order to view a construction of second language’s curriculum for specific purposes. Considering the students real needs in terms of language skills, we will support the methodologies of engineering training, as we will use the second language learning theories, cognitive psychology and the interlingual notion to extract mechanisms kept between the first and second language learning process. We are not concerned by establishing a French course that is labeled "for specialty", but to participate really in the didactic of the field by the simplification of the medium "French language".