Multilinguales
Volume 13, Numéro 1, Pages 240-272
2025-06-30
Neurosciences, Intelligence Artificielle Et Didactique Du Franҁais; Vers Une Optimisation Des Processus D’apprentissage Dans Un Contexte Algérien Numérique
Auteurs : Khellafi Rabia . Beghdadi Hanane .
Résumé
Abstract The convergence between cognitive neuroscience and artificial intelligence (AI) offers innovative prospects to optimize learning in the Algerian digital context. This article examines how these disciplines can improve French language instruction, a second language in Algeria’s educational system, by addressing the question: how can neuroscience advances and AI tools personalize and enhance language learning? Based on a theoretical and analytical approach, the research explores the neuroscientific foundations of language acquisition (attention, memory, brain plasticity) and the contributions of AI (adaptive platforms, automated feedback) that personalize learning paths according to learners’ needs. The findings show that integrating neuroscience and AI into French didactics facilitates learning through multisensory approaches, enhances motivation, and reduces cognitive overload. However, challenges remain, particularly in teacher training, digital infrastructure access, and cultural adaptation of content. The study offers recommendations for an inclusive and effective learning environment tailored to Algerian learners.
Mots clés
cognitive neurosciences ; artificial intelligence ; french didactics ; digital learning ; algerian context
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