Towards an implementation of the approach interdisciplinary in teaching/learning in French as a foreign language: support in L1 at the understanding of a text scientist.

Abstract

Through this article, it is proposed to show the importance of the interdisciplinary approach in the development of the lectorial
competence. The shortcomings experienced by first-year high school students lead us to think about the possibility of
remedying this by putting in place a help that will promote the recall of inferences by relying on cognitive theory. We want, in
this article, to focus on the contribution of the language of schooling in the construction of the meaning of a scientific text,
hence the importance of the transfer of competence and knowledge from L1 to L2.