Difficultés de prononciation des consonnes [ʒ] et [ʃ] ; [z] et [s] ; [r] et [ɭ] en lecture a haute voix dans une classe de fle cas des apprenants d’adeiso sda jhs, adeiso

Abstract

This research aims at finding out the difficulties encountered by JHS2 learners of Adeiso SDA JHS in the Upper West Akim District in the Eastern Region of Ghana regarding the pronunciation of these sounds [ʒ] et [ʃ], [z] et [s], [R] et [ɭ] in reading aloud in the French class lessons. The research was conducted in two different classes namely: JHS2A and JHS2B with total number of 50 students; 25 boys and 25 girls and 1 teacher. Data were collected through questionnaire for a teacher and a reading aloud test for learners on the pronunciation of these sounds « [ʒ] et [ʃ], [z] et [s], [R] et [ɭ] ». 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 pronunciations of sounds especially consonant sounds. The findings revealed that the complex nature of the French language made teaching and learning difficult. Based on these findings, it was recommended that students must be intrinsically motivated in reading aloud, encouraged in regular practice of pronunciations especially consonant sounds. Teachers must engage learners more in reading aloud exercises by helping them to discover some rules in the pronunciations of sounds especially consonants sounds, by guiding them in reading dialogues and texts regularly. Teachers should organize extra classes in reading practices (reading aloud). The government must make the learning of French compulsory and train more French teachers in various schools to teach the subject. The authorities must provide the teaching/learning materials or resources in schools for teachers to use in their French lessons