Diminuer la charge cognitive des étudiants du FLE dans les facultés de pédagogie par la mise en œuvre des stratégies mnémoniques d’apprentissage pour développer leur compréhension écrite

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 he current research addresses the subject of written comprehension: its main importance and its role in the appropriation of languages, especially foreign languages, and specially FFL (French as Foreign Language), in the case of communications and real contexts. This issue, which has been discussed for many years, is still relevant, given its fundamental interest, and because this basic skill represents a persistent obstacle for our students. Although the university program of the Department of French, at the faculty of education of Kafr Elsheikh University, implies the development of written comprehension as part of the module entitled «Reading workshop», the methods used are traditional, based on literal translation and do not use authentic documents from everyday life; the texts studied came from literature. This module is only taught to learners in their third and fourth year.  It was therefore necessary to reformulate and apply two carefully selected units of the «Reading Workshop» module through deliberate and organized learning by using mnemonic strategies best suited to the realization of the proposed activities. This way contributes to the reduction of the learner's cognitive charge and thus allows the development of this written comprehension. This contribution reveals the need for the development of written comprehension in the learning of foreign languages, in this case FFL, as well as the role of mnemonic strategies in the development of this basic skill, students in French section enrolled in the fourth year at the Faculty of education of Kafr Elsheikh University. Before the research, we prepared the test measuring the level of reading comprehension of the learners, members of the sample, we also selected the two units to be reformulated, with the aim of developing the target competence. As a result of the application of the research tool and material, statistical treatments were carried out, which subsequently confirmed the hypotheses of the research. Thus, it highlighted the use of mnemonic learning strategies in the development of students' written comprehension of French.