la conscience discursive et disciplinaire dans la production des écrits universitaires : cas des mémoires de master du département du français de l'ukmo
The question surrounding the suitability and relevance of end-of-study dissertations in scientific and academic discourse will constitute the essential object of our study. Every year, Dozens of master's theses are submitted to the Department of Letters and French Language at Kasdi Merbah-Ouargla University. This problem arises strongly and it has become the center of concern of several researchers belonging to the French research laboratory of University Writings in recent years. Our research falls within the field of these concerns while taking into consideration the evaluation of discursive and disciplinary awareness in the production of master's theses and the reasons for their deficit. By following a properly descriptive and analytical approach to the master theses produced and defended from 2013 to 2016, we obtained the following results: 1) End-of-study students, particularly in master 2, have a certain discursive experience through the production of their end-of-university dissertations since they master remarkable writing skills and writing techniques in their university writings. However, we noticed explicit deficiencies among a few students. 2) The educational organization and rigor of the new university education system pushes all social teaching/learning actors to be more or less punctual and sincere in carrying out their educational and scientific tasks. 3) The existence of subjects that concern the evolution and enrichment of writing skills and textual recognition that continue during the three years of the license such as: oral comprehension and expression, written comprehension and expression and techniques of university work. 4) The insertion of modules which have a relationship with the development of writing skills and the appropriation of university writings in the fundamental teaching units and the methodological teaching units (by devoting a significant coefficient) which creates in the student a certain awareness in this type of module. 5) A didactic approach to the teaching/learning of FLE at the Algerian university based much more on the introspective listed knowledge than on the way of participating and reconstructing each activity. The one that hinders the appropriation of writing throughout the years of study as well as the production of a dissertation. (Author’s abstract)