Realisation graphique du son vocalique nasal mi-ouvert ɛ en fle. Le cas des apprenants d’academy of Christ the king et Ghana National College, Cape Coast.

Abstract

Our main focus of the study was to identify strategies et methods to help us overcome the difficulties related to realizing different graphemes of the nasal sound /ɛ̃/ . The design used for the research was action research. The sampling technique used was purposeful sampling. Due to the large class population, a random sample of sixty-three (63) students comprising forty-eight (48) girls and fifteen (15) boys was used for the study. To ascertain or confirm if the difficulties of graphical realization exist only or not in my school of teaching, we have used two SHS, namely Academy of Christ the King and Ghana National College all in the central region of Ghana. Also, six (6) teachers were used, three from each school named above. Analyses of the data collected through reading text and dictation for students and questionnaires for both students and the teachers confirmed that learners have difficulty of realizing graphemes of the sound /ɛ̃/ in French language. Also, learners make a negative transfer from their linguistic competence from L1 and mostly L2 into the French language when pronouncing words containing the different graphemes of the sound /ɛ̃/ during reading. Moreover, the research added that owing to multiple acquisitions of the local language and English before the study of the French language, learners get confused about how to identify those varieties of graphemes and which sound to pronounce. During our interventions, we used different methods like: the approach communicative, logiciel de reconnaissance, l’échafaudage etc. to overcome these difficulties. Also, we used teaching strategies and modern technologies in teaching modern languages to achieve our objective of the research. After our intervention, learners have improved significantly in recognizing different graphemes and pronouncing words containing those graphemes as well. Finally, we recommended measures that could help students to overcome their difficulties through pedagogical activities such as virlangue, dictation, role play, and regular reading. Also, the organization of the spelling bee of words containing those sounds enables them to identify such words to solve their difficulties. In addition, teaching materials should be provided, especially the phonetic and orthograph materials to all schools from primary to SHS