Les Difficultés Liées À L’emploi Des Pronoms Personnels En Français : Le Cas Des Élèves De La Region D’iringa En Tanzanie
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Date
2022
Authors
Dimbwe, Elimu Kuhanga
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
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.
Description
Memoire Soumis En Vertu Des Exigences Pour L’attribution Du Diplôme De Maîtrise En Français Á L'école Des Sciences Humaines Et Sociales De L'université Kenyatta
Keywords
Les Difficultés, Liées L’emploi, Pronoms Personnels, Français, Cas Des, Élèves, Region, D’iringa, Tanzanie