Mise en œuvre de L’APC et construction de la compétence scripturale en correction orthographique : Cas des activités d’apprentissage en classe de 6ème /5ème au Lycée Bilingue d’Application de Yaoundé III

Abstract

This research work focuses on the implementation of CBA (Competence Based Approach) and the construction of scriptural competence in spelling correction: case of learning activities in 6th/5th grade class at the bilingual Application high school of Yaoundé 3rd. This theme is part of the didactics of French as a foreign language and aims to develop skills scriptural through mastery of spelling correction. The choice of this subject emanates from the difficulties encountered by the actors in the class (teachers and learners) in the teaching-learning process of correction spelling. The absence of training in the use of certain tools and resources according to CBA seems to be the main cause of this difficulty of building scriptural competence. To answer this problem, we observed French lessons in order to question the level of mastery of APC by teachers, and through the questionnaires that we then analyze everyone’s responses to the implementation of this approach. The data transmitted to us made it possible to identify, on the one hand, that teachers experience difficulties in implementing in their discipline, the approach by skills with entry through life situations (CBA-ESV), and on the other hand, that learners face problems in spotting poorly written words. They also have difficulty in correcting mistakes in texts proposed by the teacher. This research work ends with some didactic proposals that can enable learners to construct their scriptural skills in spelling correction. This construction of skills takes into account the different dimensions of the language and allows learners to develop their ability to produce coherent and relevant texts.