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Methodological mastering of the literary text as the factor of learning the French language (in primary school)

Author: Al Khalaf Irina
Degree:doctor of pedagogics
Speciality: 13.00.02 - Theory and Methodology of Instruction (on disciplines)
Scientific adviser: Lidia Granaci
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga"
Scientific consultant: Anatol Lenţa
doctor, associate professor (docent), Moldova State University
Scientific council:


The thesis was presented on the 27 December, 2007
Approved by NCAA on the 28 February, 2008


Adobe PDF document0.42 Mb / in romanian


CZU 811.133.1:373.3 (043.2)

Adobe PDF document 2.22 Mb / in romanian
125 pages


Literary text, literarity, non-literary text, authentic literary text, instruction text, methodological mastering, reading competence, communicative competence, linguistic competence, socio-cultural competence, the learning of the French language, primary school


The present research meets the pedagogical needs in the French language learning in primary school, it is concerned with the problems aimed to master methodological the literary text, which contributes to forming and developing pupils’reading skills.

The theoretical part of the research deals with the description of the epistemological preconditions of the basic notions (text, literarity, authentic literary text, instruction text and so on); establishing the reference framework (the literary text specificity as material - ideatic structure, its functions, etc.); developing, on this basis a new approach, that of the Model of didactic mastering of the literary text as the factor of learning the French Language. The experience dimension implies the description of the process of applying the elaborated Model in educational practice, that confirmed its value through pupils achievements.

As a result, it was demonstrated that the methodological mastering of the literary text has a formative value for improving the educational practice with the purpose of obtaining better results in learning French. Both the theoretical and practical aspects of the problem have been thoroughly examined, being based on the communicative principles approved by the Common European Framework of Reference Reference for Languages: Learning, Teaching, Assessment and the objectives stipulated in the Curriculum.