Abstract:
This research aims at investigating the difficulties encountered by SHS2 learners of
Ekumfi T.I. Ahmadiyyah Senior High School regarding the use of possessive
determiners in written French. Our main objective is to expose the difficulties related
to the use of possessive determiners by learners of French as a foreign language. The
theories on which our research is based are Structuralist Theory, Distributionnalisme,
Contrastive analysis and Language transfer. We have used a sample of 52 learners in
General Arts2 et Home Economics (GA, & HE). Six (6) French teachers of Ekumfi T.I.
Ahmaddiyya Senior High School also participated in the study. A test for learners and
a questionnaire for teachers serves as the data collection tools. The analysis has revealed
that majority of learners have difficulties in using possessive determiners in sentences.
They use these determiners without considering their relationships with the nouns or
pronouns they possessed in the sentence. The data revealed that learners do not express
themselves at all or a little in French Language. The data showed that learners dislike
teaching and learning of French and thereby participate passively in French lesson. The
data also revealed that the traditional methods of teaching was employed in teaching
French grammar lessons which impede learners’ participation in terms of classrooms’
interactions and communications. The findings showed that the proposed pedagogical
approches in teaching used to help learners during the intervention was very effective
and efficient. It was suggested that learners practise the language both within and
outside of the classroom in light of these findings. It was again recommended that
teachers should adopt the Communicative and Action-Oriented Approaches of teaching
to assist learners to overcome their difficulties with French grammar, especially with
the use of the possessive determiners.
Description:
A Dissertation in the Department of French Education, Faculty of
Foreign Languages Education, Submitted to the School of
Graduate Studies in Partial Fulfillment
of the Requirements for the Award of the Degree of
Master of Education
(French Education)
in the University of Education, Winneba
