Lecture méthodique des œuvres littéraires au programme et développement des compétences orales chez les élèves de la classe de 3ème : cas du collège d’enseignement général(CEG) Numéro 1 de Kélo au Tchad.

Abstract

The general aim of this research is to show that, according to APC and the use of literary works, methodical reading favors the development of oral skills and makes it possible to design a system favorable to the development of oral skill in pupils in 3ème. Explained reading in the first cycle (CEG) has limitations that methodical reading could overcome. The mains question posed for this research was therefore: How can methodical reading promote the development of learners ‘oral skills? As a provisional answer to this question, at the beginning of this study we constructed the main hypothesis according to which: methodical reading fosters the development of learner’s oral skills by using the competency-based approach (CBA) and literary works. In fact, methodical reading is based on the use of literary works which will enable learners to improve their oral expression through mastery of the tools of the language and perfect comprehension of texts (HS1). Also, methodical reading is the based on the use of the CBA method, which makes learners capable of justifying their choices while being reactive in a debate in the roles that CBA assigns to learners with primacy given to learning time (HS2). To conduct the research with a view to verifying the study’s hypothesis, we opted for a combining quantitative and qualitative research. This methodological approach focuses on the analysis of learners’ reading situations and the design of a system conductive to the development of oral skills in the commune of Kélo, the results confirm the initial hypothesis while revealing that teaching through the use of CBA fosters greater oral proficiency in learners because it is the pedagogical approach recommended by the Ministry of Education in Tchad. The study carried out among the pupils revealed that the learners enjoy the French lessons but do not practice reading because of the lack of linguistic elements available to them.