Communication socio-numérique et performance en langue française chez les élevés du second cycle : le cas du lycée bilingue de mbalmayo

Abstract

The topic of our research which concerns: the under-performance of French language students with regard to multiple provisions that digital technology offers them to improve their language learning, the objective being to demonstrate that it is not digital which makes students weak in French, they do not basically master the spelling code that they transgress during their digital conversation. The goal here is to bring new knowledge on the digital relationship and language learning in students. Our target population is made up of students from the French speaking section of the G.B.H.S. In order to better interpret this issue in the real world, on our study environment than on is the G.B.H.S. we mobilizes two explanatory theories allowing us to read the studied phenomenon. The first theory of uses and gratification is the first which allowed us to interpret the phenomenon within the students, we were able to understand how the students mobilize the digital tool to make use of it as they wish and they satisfy their deficiencies, particularly in written French. The second is the theory of appropriation making it possible to understand how students appropriate the digital tool and the consideration they make of it their daily life, activity and writing in conversations. These two theories have enabled us to shed light on the motives and reasons that drive students to transgress the norm and present this pour performance. To collect data on these motives and reasons, we submitted a questionnaire to our respondents made up of parents, students and teachers. Interviews were also conducted by students who are the main actors in this phenomenon. The analysis of the data that we collected allowed to us to observe that: digital is not the main cause of the low level of the students the abbreviations observed during their school work and assessment. The students do not master the code downward spelling and transgressing this norm during digital conversations. Also, we have analyzed through the data that ignorance of the norm is linked to several reasons mentioned by the students, which are justified by the complex and difficult character of the rules spelling and grammar and also for cognitive effort, dysorthographic difficulties essential for phonological, morphological, and visual knowledge necessary to spell words correctly: