Etude des contraintes d’emploi du morpheme on en fle le cas des apprenants d’Accra Senior High School

Abstract

This study investigates the constraints in the use of the French morpheme “on” among senior high school learners in Ghana, with a focus on Accra Senior High School. French, a secondary foreign language in Ghana, is increasingly recognized for its significance in regional communication and education. Despite structured French language curricula, learners face persistent challenges in mastering complex morphosyntactic elements, including "on," which is pivotal in French grammar and communication. The research employs a mixed-methods approach, incorporating surveys, tests, and linguistic analyses to examine the types of errors students make, the sociolinguistic factors influencing these errors, and the pedagogical practices in place. Guided by theories of language acquisition, interlanguage, and linguistic variation, the study seeks to identify systemic issues and propose practical strategies for improving instruction and comprehension of "on" in French as a foreign language (FLE) classroom. Key findings are anticipated to reveal the interplay of linguistic transfer from native and second languages, inadequate pedagogical tools, and sociocultural influences on language learning. Recommendations will aim to enhance teaching methodologies, resource allocation, and linguistic awareness, contributing to more effective FLE education in Ghanaian schools.