Abstract:
The study examines the challenges faced by students of Klikor Senior High Technical
School regarding the syntactic use of the preposition "EN". The observation involved
investigating the various uses of "EN" in sentences. The motivation for this research
is that many students in Senior High Schools in Ghana struggle to use the preposition
"EN” correctly. This concern prompted an investigation into the difficulties faced by
second year students of Klikor Senior High Technical School who are reading French
as one of their elective subjects. The study initially identified that students' inadequate
understanding of multiple meanings of the morpheme "EN" significantly contributes
to their difficulties. Additionally, the methods and techniques employed by French
teachers in teaching prepositions, along with the influence of students' native
languages and English, exacerbate these challenges. Data analysis from
questionnaires and test items revealed that most students were unable to use the
preposition "EN" appropriately. The findings indicated that the students' difficulty in
using this preposition correctly stems from their limited exposure to the diverse nature
and functions of "EN" in French. The results further indicated that the learners'
syntactic difficulties with "EN" partly arise from ineffective teaching methods used
by Teachers of French. The study outlined pedagogical implications and proposed
strategies to aid both learners and teachers in improving their teaching and learning of
the preposition "EN".
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 the award of the degree of
Master of Philosophy
(French Education)
in the University of Education, Winneba
OCTOBER, 2024
