Abstract:
The application of rules that govern the agreement of grammatical number and (subject) and inflections in verbs in written French has been a problem for students in Wa SHS Form 2 General Arts 2. This research sought to expose the causes of the difficulties of these students in the use of the rules that guide the grammatical number (subject) and their corresponding verb inflections in written French and to analyze these causes. Strategies that would help overcome the difficulties have also been suggested in the research. It has been found out that the causes of these difficulties identified relate to not only negative transfer from English Language to the French, the complex nature of the rules governing the use of grammatical number (subject) and their corresponding verb inflections in French or the difference between spoken and written French, but also the difference between the syntactic distribution of number in English and in French.
Through questionnaire and testing administered, it has been found out that students have difficulties in the use of grammatical number (plural-singular subject) and their corresponding verb inflections (-s, -t, -e, -es, -e -ons, -ez, -ent,.) that mark singular or plural in the present indicative in written French. Students neglect or omit these inflections where they are supposed to be present. Recommendations were given to teachers and future researchers at the end of the study.
Description:
A dissertation 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
Master of Education
(French)
In the University of Education, Winneba
