English language learners face many problems when
processing the information especially in authentic contexts.
This issue carries a great importance in pedagogy as a
crucial point to have discourse competence. In this
respect, this article reports on an experimental design
which was conducted with 120 informants from the
department of English (University of Mentouri Brothers-
Constantine) divided into control and experimental groups
in which learners of both groups were pre-tested and posttested.
The experiment checks the hypothetical criterion of
testing the effect of the communicative nature of the
authentic side of language on learners’ schematic
knowledge. Hence, it examines the aspect of enhancing
learners’ discourse competence via a rhetorically authentic
contextualisation of language. This is more particularly
entailed in the different contextual factors as guidelines for
the authenticity of communication. The comparison of the
pre-test and the post-test results reveals a remarkable
enhancement in the students’ schematic competence vis-àvis
the authentic use of language.
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Posté Le : 06/12/2023
Posté par : einstein
Ecrit par : - Kheloufi Nour El Houda
Source : Revue Des Sciences Humaines Volume 26, Numéro 3, Pages 15-24 2015-12-01