Sémiologie de l’image et enseignement de l’anglais aux francophones: Cas du reading comprehension en classe de quatrième au lycée moderne de Nkozoa.

Abstract

The study targets to design and evaluate a teaching dispositive of image in the teaching and learning process of english through image to francophone learners in 4eme class. The general objective was derives from the principal hypothesis which state that: image semiology develops English text comprehension skills in 4eme learners through the use of language photo and heuristic that help in the acquisition process. To operationalize the principal hypothesis with the secondary hypothesis: (HS1) photo language encourages linking and association images with concepts or ideas about a text or an issue. (HS2) heuristic pathways provide a usual representation of the links between a concept or idea and the information associated with it, enabling the student to understand the text. For this study, the engineering didactics method of Artigue and his experimental method was used. The results of evaluations to the pre-test in the experimental group and their analyses by the Student Test, shows that in the first experiment the experimental group, we notice a difference between the pre-test scores and the post-test scores. Thus, the value of T=15,272 with a possibility of 0,000widely inferior to the meaning threshold which is 0,005. At the end of this analysis, it was concluded that the first hypothesis is valid. In another one, the second experiment in the experimental group, we notice a difference between the pre-test scores and the post-test scores. Thus, the value of T=18,997 with a possibility of 0,000 widely inferior to the meaning threshold which is 0,005. At the end of this analyses, it can be concluded that this second hypothesis is valid. In confrontation with a priori analysis, a posteriori analysis gives us to make an interne validation of our dispositive carried out. For, the comparison between the didactics sequence which describes in detail table 4 (dispositive) and the competences developed by the learners that show the evaluation of post-test (annexed) witness of the good implementation of our dispositive and the appropriation of micro-competences. Following the conclusive result of this study we have made some suggestions to the public representatives and teachers.