http://41.74.91.244:8080/handle/123456789/747 2026-04-03T19:26:30Z 2026-04-03T19:26:30Z Amuzu, L. http://41.74.91.244:8080/handle/123456789/5121 2026-03-18T15:18:00Z 2025-09-01T00:00:00Z

Etude des contraintes d’emploi du morpheme on en fle le cas des apprenants d’Accra Senior High School Amuzu, L. 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. A dissertation 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 Education (French Education) in the University of Education, Winneba SEPTEMBER, 2025

2025-09-01T00:00:00Z Mensah, A.K. http://41.74.91.244:8080/handle/123456789/5017 2026-02-25T13:28:25Z 2023-06-01T00:00:00Z

Contraintes de production orale en fle le cas des futurs enseignants de E.P. College of Education, Amedzofe Mensah, A.K. French is one of the languages taught and learned in Ghana as a foreign Language. This study examines difficulties encountered by trainee teachers of Amedzofe E. P. College of Education, in their oral production in French. The aim of this research is to identify the difficulties that these student teachers face when using the French language orally. The research also aims at identifying the causes of the difficulties in order to propose pedagogical measures that would help to overcome them. The research was inspired by the linguistics and psycholinguistics (behaviourist and cognitivist) theories and also by the second language acquisition theories. Data was collected through observation and questionnaire administered to thirty-eight level 300 students selected using intentional sampling in the above-mentioned school. Analysis of data collected revealed that majority of the students have difficulties in their oral production. It was discovered that most of the students do not practise oral French enough in class. Additionally, these difficulties are manifested by shyness, lack of vocabulary when speaking and lack motivation to learn the French language. The results also showed that most of these difficulties encountered in oral production are also due to the fact that French oral lessons are poorly taught in the language class. It was suggested that teachers put more emphasis on the teaching of the oral aspect of French language during classroom interactions. It was recommended that trainee teachers constantly practise their oral skills with the help of their tutors. A dissertation 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 Master of Philosophy (French Education) in the University of Education, Winneba JUNE, 2023

2023-06-01T00:00:00Z Honu, C.S. http://41.74.91.244:8080/handle/123456789/4904 2026-02-23T11:10:49Z 2024-11-01T00:00:00Z

Traduction et analyse des elements socioculturels dans les six premiers chapitres de The Kaya Girl de Mamle Wolo. Honu, C.S. This research entitled “Translation and Analysis of Socio-cultural Elements in the first six chapters of The Kaya Girl by Mamle Wolo”, focuses on the translation and the analysis of socio-cultural and stylistic elements in the first six chapters of the novel. Our research also aims to complement Mamle Wolo’s effort by translating this particular novel from English to French to make the novel accessible to French speakers. The methodology used is a combination of semantic and communicative translation, making it possible to respect the style and tone of the author while guaranteeing the accessibility and comprehension of the text in the target language. The theories underpinning this research are Newmark’s semantic translation, descriptive theory of translation by Oseki-Dépré (1999) and domestication and foreignization by Venuti (2017). The study confirms the idea that translating a novel often reveals challenges in conveying cultural references, idioms, and social norms from the source language into the target language as certain expressions or cultural phenomena may have no direct equivalent in the target language, but with the appropriate techniques, these challenges can be overcome. Finally, the study acknowledges some limitations, such as the limited corpus and time constraints, while proposing perspectives for future research. This thesis thus contributes to the understanding of the challenges and practices of literary translation in an intercultural context. A thesis submitted to 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

2024-11-01T00:00:00Z Agbeve, K. http://41.74.91.244:8080/handle/123456789/4901 2026-02-23T11:10:36Z 2024-06-01T00:00:00Z

Realisation graphique du son vocalique nasal mi-ouvert ɛ en fle. Le cas des apprenants d’academy of Christ the king et Ghana National College, Cape Coast. Agbeve, K. 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 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.

2024-06-01T00:00:00Z