Representation graphique du phoneme [ɛ] dans des productions ecrites des apprenants du fle le cas de `Prestea senior high technical school.

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.