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RÉSUMÉ L'objectif de notre recherche est de montrer l'importance que l'on doit apporter, apprenant et enseignant, à la cohérence (se manifestant au niveau global du texte) et à la cohésion (se manifestant au niveau local du texte) pour arriver à un texte bien clair et compréhensible. Nous avons montré les principaux points qu'il faut prendre en compte dans la cohérence et la cohésion avec des exemples illustratifs. Nous sommes arrivés aussi au fait que la cohésion relève plutôt d'une connaissance linguistique (les connecteurs, l'anaphore, …), alors que la cohérence exige une connaissance pédagogique, étant la technique et le mécanisme de bien gérer la structure d'un texte. Tout enseignant est censé prendre en considération ces deux éléments lors de la correction des textes des apprenants en accordant une importance pas seulement à la phrase, mais aussi à la totalité du texte. Mots-clé : cohérence, cohésion, enseigner, apprenant, texte, connecteur, anaphore.Text Coherence and cohesion: language or pedagogical problem? ABSTRACT The objective of our research is to show the importance that we must attribute, learners and teachers, to the coherence (manifested in the overall level of text) and to the cohesion (manifested at the local level of text) to achieve a clear and understandable text. We showed the main points to be considered in the coherence and cohesion with illustrative examples. We concluded that cohesion is rather a linguistic knowledge (connectors, anaphora ...), and coherence requires pedagogical knowledge, such as the technique and mechanism to manage the structure of a text. Each teacher is expected to consider these two elements in the proofreading of learners by giving importance not only to the sentence, but also to the entire text. Key words: coherence, cohesion, teaching, learner, text, connector, anaphora. La coherencia y la cohesión textuales: ¿problema lingüístico o pedagógico? RESUMEN El objetivo de esta investigación es mostrar la importancia que deben tener, para el profesor y el estudiante, la coherencia (que se manifiesta a nivel global del texto), y la cohesión (que se manifiesta a nivel local del texto) para conseguir un texto claro y comprensible. Mostraremos los principales elementos que hay que tener en cuenta en la coherencia y la cohesión con ejemplos. Hemos constatado el hecho de que la cohesión implica sobre todo un conocimiento lingüístico (conectores, anáforas, …), mientras que la coherencia exige un conocimiento pedagógico, que haga hincapié en la técnica y en los mecanismos para gestionar perfectamente la estructura de un texto. Todo profesor debería tener en cuenta estos dos elementos cuando corrige los textos de los estudiantes, dando importancia no solo a la frase, sino también a la totalidad del texto.

A covert channel is a communication channel that allows parties to communicate and transfer data indirectly. Covert channel types are storage, timing, and behavior channels. Covert channels can be used for malicious and benign applications. A covert channel is a mechanism for violating the communication security policy that was not anticipated by the system creator. Recently, covert channels are used to transfer text, video, and audio information between entities. This article, discusses studies related to the development of covert channels as well as the research works that focus on improving the performance/throughput of covert channels. Also, it analyzes the previous studies in terms of publication type, year of publication, article title, article purpose, transferring file format used in covert channel, coding technique, throughput performance, time needed to transfer files, and article limitations.

This chapter presents, in the light of the most recent work, the main results of a research conducted by Dorsaf Ben Ismail (2011) as part of her thesis, which aims to elaborate and validate experimentally some means as hypertext to understand a scientific text in foreign language L2 (French) describing a complex area of human biology: the physiological regulation phenomena and an assessment tool pre and post-test for knowledge constructed in the form of conceptual graphics. According Graesser, Leon and Otero (2002), scientific texts readers are generally unable to develop a clear mental picture, correct and coherent with such field, and thus to understand the texts that describe this field. The results of this research allowed doing some advanced steps in the relationship between representation of knowledge in memory, comprehension of scientific text and systems that help in comprehension in multilingual context. These advanced steps are considered very useful in the era of globalization and the widespread use of the Internet and social networks (Mueller-Frank, 2013).

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