자료

Our study has two mean objectives:

• To determine the first language consequences, whatever they are general, Arabic, or Kabyle, in the learning of school language at different vocabulary, singular, grammar, and, conjugation structures, therefore, exploring if they are helping factors in the learning process or hampering it.
• To identify the cognitive strategies used by the novices in their learning process in relation to their language performance and errors made in the oral and written expression. In order to deal with this situation, we utilized the descriptive analytical method, in which we had chosen randomly two samples composed of 90 scholars (45 scholars speaking general Arabic language, and 45 scholars speaking Kabyle language), on which we administered two tests, one in the form of an interview about personal and health informations, and the other one about the environment conservation.

After, we had analysed the content of the responses, via the extraction of the language errors expanded, and categorising them to different styles or patterns, and computing their frequencies, and explaining them, we founded the following results:

• Whatever, the first language is general, Arabic or Kabyle, it has a big consequence over all the language structures, therefore, making the scholars language not different from them. According to these results, we can conclude that these factors are not considered as helping factors in the learning process.
• There is a tendency for the novices to utilize more, both of the revising strategies of courses and the deduction strategy compared to the others.
• there are no significant differences between scholars speaking general Arabic language and scholars speaking kabyle language in the vocabulary structure, but, there are significant differences between these two samples on the grammatical and conjugational structures, related to personal, pedagogical and familiar factors. According to these results, we can conclude that the language level of the novices on both samples is not related to the abilities required by the school system.