Les Difficultés Liées À L’emploi Des Pronoms Personnels En Français : Le Cas Des Élèves De La Region D’iringa En Tanzanie

Abstract

Difficulties related to second and foreign language learning continue to be the subject of many research studies. In Tanzania Chipa (1983, 2004), Zimba (1983), Mtavangu (2003) and Mulinda (2013) pointed out that because of these difficulties, failure in French as subject was particularly high at national level. The contribution of our study was to establish the level of failure in the area of personal pronouns in Iringa region in Tanzania, and suggest possible solutions. The main objective of our work was to use the learners' written expression, in order to identify and describe the errors committed by learners of FLE in the area of personal pronouns. The study used three complementary data sources. First, we interviewed French teachers about the challenges they face in teaching French as a foreign language, especially with regard to personal pronouns. Secondly, a questionnaire was given to the learners to fill. This was supposed to capture their sociolinguistic profile and practical experience in the learning of French. We also gave them a written test and a composition to write. Finally, the text-book used to teach French in form three and four at secondary level were analyzed to see how personal pronouns are addressed. The analysis of this book was based on the grid proposed by Roux (2011). To supplement our knowledge, we reviewed relevant publications. The sixty learners surveyed were purposively selected from six schools in four administrative areas of Iringa region. Sixty students, 30 from form three and 30 from form four in secondary schools were involved in the survey. This sample was constituted by selecting ten students in each school, precisely five for each of the two school levels, based on their performance in the end of the previous term exam, namely 1 of a low grade, 3 of a medium grade, and 1 of a good grade. All the nine teachers of the concerned schools were involved in the study. The study was based on a theoretical framework comprising Contrastive Analysis by Fries (1945) and Lado (1957), Error Analysis by Corder 1974, Interlanguage by Selinker (1972), and then the Conceptual Framework based on the prism with four inseparable processes designed by Collier and Wayne (2009).The data collected was processed and analyzed using SPSS and EXCEL software and finally presented in form of tables and figures. The additional data was then analyzed to explain the elements identified in the learners' written work. The results of this study showed that Tanzanian FLE learners at secondary school level, have a complex sociolinguistic profile with several previously acquired languages, which negatively impact on their learning of French, especially in the area of personal pronouns. We also found that the teaching of French at this level faces multiple challenges, including shortage of teachers, lack of experience among teachers in some aspects of French language, lack of appropriate teaching resources, and time constraints, among others. In this regard, it is desirable that state bodies and other stakeholders concerned with the teaching of FLE, take advantage of the recommendations of this study. That would ensure better and more efficient approaches in the teaching of FLE in Iringa region and in Tanzania as a whole.