Contraintes d’emploi des anaphores pronominales dans les textes ecrits en fle le cas des etudiants du departement de franҫais a University of Education, Winneba

Abstract

Anaphora is a common phenomenon in discourses as well as an important research issue in the applications of language structure. This study focuses on pronominal anaphora for its pertinence in textual organization, consistency, and cohesion in the French language. If the concept of anaphora in terms of linguistics is considered as a positive phenomenon avoiding the redundancy of terms in a paragraph or a text, it should be noted that the presence of an anaphor in a sentence, sometimes makes the process of understanding difficult. Thus, pronominal anaphors can create ambiguities when requesting the correct antecedent in a written text. Hence, identifying expressions in a text that refer to the same entity is a crucial problem in the use of pronominal anaphors. The relevance of pronominal anaphora in communication cannot be underestimated in the teaching and learning of French as a foreign language, which is why this study aims at finding solutions to the difficulties of the students with the use of pronominal anaphors in written texts. For that, a test on the use of pronominal anaphors was given to students and separate questionnaires were given to both students and lecturers of the department of French Education at University of Education Winneba, as tools to help collect data that led to attain the objectives of this research. The findings and suggestions of our study emanate that the reading of tests in French can help weak students to easily understand texts with the use of pronominal anaphors. The use of online resources like Duolingo, Nathalie FLE, Frantastique, Tandem, TV5 Monde, Bon travail and others can help to improve the use of pronominal anaphors and thus, improve both written and oral communication in French, as well as make easier the teaching and learning of French as a foreign language in Ghana.