Résumé:
The present study explores the effects of story mapping strategy to improve third year pupils
reading comprehension of narrative texts. More precisely, it aims at examining learners’
understanding of narrative texts and whether this strategy has any effect on learners’ motivation.
The research work departs from the hypothesis that if teachers use story mapping strategy in
teaching narrative texts, reading comprehension would be improved. To test the validity of the
hypothesis, an experiment was carried out with a sample of 32 third year pupils at Mohamed
Seddik Ben Yahia secondary school El- Milia, Jijel. This experiment consisted of a pre- test, a
treatment and a post- test. The treatment was done in three different phases consisting of two
meetings in each. Each phase covered planning, implementing, observing and reflecting. Pupils
were given narrative texts in all tests and an observation checklist was elaborated to note
learners’ motivation and to support the results. The scores obtained by both groups were
represented statistically, while the results of the observation were analyzed qualitatively. The
findings showed that the mean score of the experimental group improved significantly from
phase to phase. In addition, the mean score in the post-test was higher than that of the pre-test.
This reveals that the use of story mapping strategy improves learners reading comprehension.
Concerning the control group, there was no significant difference in the scores of the two tests.
Based on the observation during the treatment, there was a positive shift in learners’ motivation
and interest.
