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L’identification au personnage dans la didactique de la lecture littéraire : l'exemple de la trilogie de Y. Khadra

Abstract : This scientific research is part of contemporary thinking on the student-led drive and its modes of appropriation and reconfiguration of the text. The purpose of this paper is to highlight the specific problems at the reception of the character by closely linking teaching of reading literary and cultural skills, as well as emotional and social skills required and developed at the level of the reader in the Tunisian school context. Our main question is to ask whether the ways of approaching a text-based report identifying the character promote reading motivation and thus contribute to the development ofmeaning and identity construction of young readers. The investigations focus on two main issues: the status of the fictional character in the pre-university context and its role in the appropriation of the literary phenomenon in high school. The objective is to illustrate how different emotions can become important components in the construction of meaning.Once laid the conceptual framework of research on the character and the inventory of knowledge on the reception of students, thinking will develop from the example of reading the trilogy by Yasmina Khadra. This is an example from which we offer didactic opportunities to build a way of reading, both analytical and participatory
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Mouna Ben Ahmed Chemli. L’identification au personnage dans la didactique de la lecture littéraire : l'exemple de la trilogie de Y. Khadra. Littératures. Université Rennes 2, 2012. Français. ⟨NNT : 2013REN20020⟩. ⟨tel-00833611⟩

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