Enseignement de la lecture-compréhension en Ewondo et développement de la compétence orale chez les apprenants du sous-cycle d’orientation du lycée général Leclerc.

Abstract

The teaching of reading-comprehension in Ewondo has not always occupied its proper place in the teaching practices of national languages. However, reading-comprehension represents a step towards oral mastery of a language. We started from the observation that learners in the orientation sub-cycle have poor reading skills in Ewondo. This constitutes an obstacle to the development of their oral expression. To resolve this problem, we took as a benchmark a certain number of theories including the socioconstructivism of Vygotsky (1896-1934), the educational intervention of Lenoir (2009) and linguistic motivation to show the impact of teaching approaches of reading on the development of oral expression of students in the orientation sub- cycle. To this end, we have formulated the general hypothesis according to which the improvement of reading teaching methods requires the implementation of an innovative approach with a view to developing the oral competence of learners in the sub-level orientation cycle in Ewondo. The quasi-experimental approach that we used allowed us to measure, using the EGRA tool, the reading abilities of learners in the orientation sub-cycle and to check their degree of understanding of the corpus. We therefore worked with 10 students with distinct linguistic profiles at the General Leclerc high school. At the end of this field investigation, we reached the results according to which reading-comprehension is the appropriate approach for learning to read in Ewondo with a view to developing the oral expression of students in the sub- cycle of 'orientation.