La cohérence entre la rédaction et les activités de langue : une analyse des pratiques des enseignants et des apprenants des classes de 6e du CEG Amitié de Brazzaville

This paper deals with the congruence between the notions of language deployed in the teaching / learning of language activities (grammar, spelling of use, grammatical spelling, conjugation, vocabulary) and writing skills in middle school, especially in the 6th grade, by analyzing both the practices of teachers and those of learners. Aiming to show the link that exists between the teaching of language activities and the training of learners in writing, this research puts on the table of reflection a thorny question of the didactics of writing, that of the impact of language notions on the scriptural practices of learners. The interest of this study therefore stems from the desire to raise teachers' and learners' awareness of the capitalization of language activities in the development of learners' scriptural skills for better text production. The results of the field study show that this congruence relationship is little known by both teachers and learners. An optimization of writing skills necessarily involves the development of a metalanguage awareness in the development of learners' writing skills.