De la compétence linguistique à la compétence de communication: Enseigner / apprendre autrement la réception des textes au secondaire camerounais

Abstract

For more than fifty years, the field of Language Studies has witnessed a series of paradigms with a significant impact on how linguists understood the concept of “competence”. In language teaching, the new development in grasping what competence is, led general objectives in language teaching/learning to be amended, moving from linguistic competence to communicative competence. This has urged teachers of French as a second language to renew their teaching practices of communicative competence. In Cameroon, this renovation confronts teachers of French as a second language in the second cycle with the challenge of encyclopaedic knowledge appropriation, as they have to reinvest this knowledge in text analysis. Research on this issue, which seems to have been underrated, could determine the knowledge likely to enable teachers in Cameroon to build communicative competence in secondary school students, relying on pragmatics. Pragmatics provides the encyclopaedic knowledge needed to renew teaching practices in this subject. In this regard, it appeared indispensable to perform a document review to single out the encyclopaedic knowledge necessary for teaching text analysis in the second cycle of Cameroon’s Secondary Education. It equally seemed essential to propose a didactic approach that would inspire teachers of French as a second language in Cameroon in teaching text analysis. The approach proposed was validated following some evidence-based research conducted in a secondary school in Cameroon. Key words: