Abstract:
This study primarily aims to analyze the causes of errors related to the use of the preposition "pour" and to interpret the rules governing its use. Among other objectives, this research seeks to identify the syntax of various contexts in which this preposition is employed, in order to explain its function. Given the qualitative nature of this study, we utilized Frei's (1929) error analysis method to interpret users' mistakes. The data, collected through exercises, reveal that many learners struggle to use this preposition correctly in sentences, indicating a partial mastery of its syntax. Overgeneralization of grammatical rules and the sociocultural environment are also significant sources of difficulty for users. Based on a corpus of exercises written by FLE learners in the Ekumfi district, we propose remediation strategies to address these errors, aiming to enhance the teaching and learning of prepositions in FLE classes. Consequently, we have suggested measures to simplify the tasks for both teachers and learners, particularly since most non-French-speaking learners acquire French in school. We believe that adopting a communicative approach in teaching and learning this preposition can significantly aid both educators and learners.
University of Education,Winneba http://ir.uew.edu.gh
Description:
A Thesis in the Department of French Education,
Faculty of Foreign Languages Education, submitted to
the School of Graduate Studies, in partial fulfilment
of the requirements for award of the degree of
Master of Philosophy
(French Education)
in the University of Education, Winneba
