L’impact de l’ambiguite homophonique sur l’apprentissage du fle. Cas des apprenants de Tatale E. P. Agric SHS, au nord du Ghana.

Abstract

The aim of this research is to explore the ambiguity of grammatical homophones cognates in French and the errors committed by learners of Tatale E. P. Agric. SHS when using the cognates (what, which) in French and to make suggestions as to what methodology should be used when teaching that part of speech at SHS level. We have observed that learners have difficulties in using cognate grammatical homophones in French because they negatively transfer the structure of the English language and/or their native language unto the French language. The method used in teaching and the complexity of the French language are other factors of the difficulties learners encounter in the use of the cognate grammatical homophones in French. Errors committed by learners in the test were analyzed using error analyses and qualitative analyses. The difficulty the students face in the use of cognate grammatical homophones is also attributed to the inappropriate teaching and learning methods / techniques adopted by teachers of French in the teaching process. The study recommends activity methods through which the students are exposed to the use of the cognate grammatical homophones as part of speech in a given context or situation as recommended by communicative approach instead of exposing the students to the rules governing the use of cognate grammatical homophones as a grammatical category. It is expected that this research will help minimize learner’s errors when using cognate grammatical homophones in the French Language.