Abstract:
Our main focus of the study was to identify strategies et methods to help us overcome the
difficulties related to realizing different graphemes of the nasal sound /ɛ̃/
. The design used
for the research was action research. The sampling technique used was purposeful
sampling. Due to the large class population, a random sample of sixty-three (63) students
comprising forty-eight (48) girls and fifteen (15) boys was used for the study. To ascertain
or confirm if the difficulties of graphical realization exist only or not in my school of
teaching, we have used two SHS, namely Academy of Christ the King and Ghana National
College all in the central region of Ghana. Also, six (6) teachers were used, three from each
school named above. Analyses of the data collected through reading text and dictation for
students and questionnaires for both students and the teachers confirmed that learners have
difficulty of realizing graphemes of the sound /ɛ̃/ in French language. Also, learners make
a negative transfer from their linguistic competence from L1 and mostly L2 into the French
language when pronouncing words containing the different graphemes of the sound /ɛ̃/
during reading. Moreover, the research added that owing to multiple acquisitions of the
local language and English before the study of the French language, learners get confused
about how to identify those varieties of graphemes and which sound to pronounce. During
our interventions, we used different methods like: the approach communicative, logiciel de
reconnaissance, l’échafaudage etc. to overcome these difficulties. Also, we used teaching
strategies and modern technologies in teaching modern languages to achieve our objective
of the research. After our intervention, learners have improved significantly in recognizing
different graphemes and pronouncing words containing those graphemes as well. Finally,
we recommended measures that could help students to overcome their difficulties through
pedagogical activities such as virlangue, dictation, role play, and regular reading. Also, the
organization of the spelling bee of words containing those sounds enables them to identify
such words to solve their difficulties. In addition, teaching materials should be provided,
especially the phonetic and orthograph materials to all schools from primary to SHS
Description:
A thesis 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 Philosophy
(French Education)
in the University of Education, Winneba.
