Abstract:
The study aims to investigate the different realisation of the phoneme [ɛ] in writing
among French learners at Prestea Senior High Technical School. The problem for
investigation is to state how the different realisation of the phoneme [ε] has impeded the
written production of learners of French due to its variants nature. This research seeks to
identify the underlying causes of this issue and explore its impact on learners' overall
written communication proficiency in French. One class of second-year students
participated in exercises focusing on the use of [ɛ] in French. Data, collected via
questionnaires administered to teachers and students aged 17-20, along with dictation
and written exercises, was analysed. Major findings revealed that learners struggled with
writing words which contains the sound [ɛ] due to its varied representations, often leading
to omissions or confusion with similar sounds and incorrect accent usage, thus hindering
their overall written proficiency and communication in French. Root causes included the
inherent complexity of the French language, linguistic transfer, inadequate teaching
techniques, and the lack of orthographic resources in teaching programs.
Recommendations include integrating phoneme instruction into the curriculum and
textbooks, providing teacher training, designing motivating classroom activities, and
reintroducing dictation in the WASSCE examination.
Description:
A dissertation in the Department of French Language 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
