Mise en pratique de l’APC lors du processus enseignement-apprentissage du français et le cas de la phase de l’intégration en classe de 5ème aux Lycées de Ngoa Ekelle et de Yanli.

Abstract

The present work deals with the theme of « Implementation of APC during the teaching-learning process of French and the case of the integration phase in 5th grade at the high schools of Ngoa Ekelle and Yanli ». The choice of this theme was done following the observation made during an internship high school where, the stage of integration learning was not practiced by teachers according to the established standards program. After that report, a problem was formulated: the causes of the non-practice of integration by the French teacher at the high school of Ngoa Ekelle and Yanli. Following this problem, we asked ourselves a main question: what is at the origin of the non-practice of integration by the French teacher at the high school of Ngoa Ekelle and Yanli ? The hypotheses try to make a link between basic and continuous training of the teacher, the mastery of the stages/ time of the integration by this one and the bad practices of this activity were formulated. Moreover, the consultation of the documents enabled us to define the contours of the subject. In order to verify our hypotheses, we have gleaned information from French teachers. For this purpose, we have set our sights on twenty of the first cycle teachers, fourteen of whom teach at NgoaEkelle high school (central region of Cameroon) while the other six of Yanli high school (Northern region of Cameroun). The collection of information from teachers is done by means of a questionnaire; some documents were collected to following direct observation. To analyze them, we used the statistical data analysis method. The said analysis was possible thanks to the software SPSS 20.0. The result of this analysis revealed to us that all the Khideux calculated are greater than the theoriticals Khi-deux (HS1 : = 6, 306 > = 5,99 ; HS2 : = 7, 884 > = 5,99 ; HS3 : = 9, 748 > = 3,88). For this purpose, all our hypotheses have been validated. Therefore, our general hypothesis stipulating that the poor integration activities in French is explained by factors related to teaching. After the optention of the results, we were led to their interpretations in the light of our review of the litterature and the educational theories called upon (constructivism and socio-constructivism). According to the innivative character of the CBA in our educational system, it is essential that trainers as well as teachers redouble their efforts in order to resolve the difficulties linked to its effective implementation.