Acculturation of LANSAD students to research writingDidactic and epistemological challenges

Abstract

This article sets out to present some sociolinguistic factors impacting the teaching-learning of
French in scientific fields in Morocco. Thus, we will question, upstream, by means of a field survey
which is directed towards the students of the national school of applied sciences of kénitra and those
registered in Master at the faculty of sciences located in the same city, the sociocognitive parameters
of the students. We will then uncover the results obtained which will give us, downstream, indicators
on the linguistic and communication skills that students must acquire in order to better understand
the teaching-learning process in question.