Facteurs contextuels d’apprentissage et compétences communicationnelles en français Langue seconde : cas des apprenants des cours moyens de la région de l’Est-Cameroun.

Abstract

This research in didactics proposes the analysis of the notion of contextual learning factors which are the quality of the physical, sociolinguistic, psychological, and discursive conditions at the time of the acquisition of FFL in middle class. Indeed, the competence of communication is a new concept in the primary cycle which is often neglected in spite of its importance. In addition, it appears to be one of the difficulties that learners encounter despite the efforts of teachers and the new system implemented to improve it. It is therefore necessary to recall the terms “first language”, “second language” and “foreign language”. This should be related to the notion of language practice which involves various aspects of socialization, including the practice of bidialectalism and diglossia. The objects and places of language teaching backed by logic of skills development are described; the same is true for the actors and the capacities they must demonstrate. The instructions state that the teaching of the French language must lead the learner towards a communication skill which will have to make him an autonomous user of French, by serving him as a tool, an instrument that he can use to higher education and knowing how to manage all kinds of "language crisis".