DOI: https://doi.org/10.36719/2706-6185/52/85-93
Zahera Malika Benmessabih
University of Mascara, Algeria
PhD student
https://orcid.org/0009-0001-5745-8587
zahira.benmessabih@univ-mascara.dz
Mohamed Mekkaoui
University of Mascara, Algeria
https://orcid.org/0009-0005-1570-7345
mohammed.mekaoui@univ-mascara.dz
The Process of Verbalization: A Lexical Teaching Approach for Undergraduate Students in French Language and Literature
Abstract
University teaching is characterized by its dual mission: producing knowledge and preparing students for professional integration while considering the specific profile of learners. In Algeria, many students face persistent difficulties in reading and writing due to cognitive constraints, unequal access to cultural resources, and prior schooling gaps. In this multilingual academic context, it is essential to equip students with tools for success, enabling them to master written expression and apply disciplinary knowledge in various communicative situations. This article explores a pedagogical framework to develop lexical practices that enhance students’ academic writing, drawing on the concept of verbalization.
Keywords: academic writing, second language learning, verbalization, lexicon, lexical awareness, text dramatization, theatricalization