Realisation de L’enchainement Consonantique et Vocalique en Français Aupres des Apprenants de Ghana

Abstract

This research aims at finding out the difficulties encountered by SHS3A&B learners of Ghana Senior High School in Tamale Municipality regarding the use of « enchainement vocalique/consonantique dans l’apprentissage du Français » in oral French. The research was conducted in two different classes namely: General Arts A & B of SHS3 with total number of 20 students and 4 teachers. Data were collected through questionnaire for teachers and learners and a written test for learners on the «enchainement consonantique et vocalique en français». The researcher adopted mixed method of analysis. The analysis has revealed that most of the errors committed by learners were as a result of interferences of the learners with other languages they have already acquired. The findings revealed that learners’ difficulties came from lack of knowing the rules governing “l’enchainement et les techniques d’enseignement ». The findings revealed that the complex nature of the French language made teaching and learning difficult. The findings also showed that learners faced with two distinct problems. Thus, the problems related to linking words in French and the complex nature of French in general. Based on these findings, it was recommended that the ministry of education and the authority of Ghana Senior High School should continue with exchange programme with francophone countries to enable the students to learn faster. It was also recommended that teachers should engage students in the activities of pronunciation of linking words to give them a better way of pronouncing words in French. It was recommended that teachers should organize extra classes in reading practices (reading aloud).