http://41.74.91.244:8080/handle/123456789/747 Wed, 13 May 2026 23:41:19 GMT 2026-05-13T23:41:19Z http://41.74.91.244:8080/handle/123456789/5224 Contraintes d’emploi de la préposition « en » en français langue étrangère le cas des apprenants De klikor Senior High Technical School, form 2t Apedo, R.Y 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". 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 Tue, 01 Oct 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5224 2024-10-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5121 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 Mon, 01 Sep 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5121 2025-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5017 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 Thu, 01 Jun 2023 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5017 2023-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/4904 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 Fri, 01 Nov 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/4904 2024-11-01T00:00:00Z