Pour Une Démarche Intégrée De La Notion De Transitivité Du Verbe: Arabe/français

The issue of teaching / learning of grammatical knowledge in language teaching encourages a mode of thinking and a methodology of acquiring some knowledge from/through language use. A meta-linguistic discourse, between systems of Arabic and French, can register an entry to an approach to semantics of grammar. Knowledge of transfer content, in a possible logical equivalence of data, is able to reduce the margins of complexity between languages. The study of the predicative sentence in French may reflect class experience, where language contact situation appears as a regulatory tool.