l’Analyse de l’effet des consonnes complexes cr, tr, dr, gr sur les productions orale et écrite des élèves et implications didactiques cas des élèves du primaire et du secondaire d’une zone semi-urbaine (Nanga-Eboko) et urbaine (Yaoundé)

Abstract

With the introduction of CBA in secondary school education programs in Cameroon, we noted some changes in the teaching of french. First, we have seen oral expression become a significant subject, now taught as a separate subject. Since the main objective of language teaching is to ensure good expression, both orally and in writing, the introduction of oral expression in the new programs has complemented the students ‘training. However, good pronunciation in speech does not always reflect writing, which is the case with some students who confuse certain complex consonants. This confusion negatively impacts their academic performance in both oral and written expression. Therefore, the main objective of this study is to demonstrate that oral written production of some complex consonants affects oral and written expression and students and their academic performance. Based on some causes of this phenomenon, such as dyslexia, pedagogical practices, and the student’s environment. Three hypotheses have been established to account for the didactic implications of complex consonants in french teaching. The theoretical framework used for this study highlights four theories, namely the theories of scaffolding, remediation and socioconstructuctivism. To verify the hypotheses stated in this work, a quantitative working methodology was adopted. Relying on interviews for teachers. Concerning students, a text was used to judge their oral and written capacities. An interview grill was used to collect information from sixteen teachers. A text was dictated by teacher to students and read to about twenty three students, some from a semi-urban area and others from an urban area. The collected informations confirmed that the confusion of complex consonants ‘’ cr, tr, dr, gr’’ is a real problem for students, both on oral and written production. This confusion is caused by teacher’s pedagogical practices, student’s environment and others problems provide to student.