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Veuillez utiliser cette adresse pour citer ce document : https://hdl.handle.net/20.500.12177/5425
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dc.contributor.advisorAwoundja Nsata, Catherine-
dc.contributor.authorMbia Onana, Catherine Noëlle-
dc.date.accessioned2021-10-13T10:13:26Z-
dc.date.available2021-10-13T10:13:26Z-
dc.date.issued2016-
dc.identifier.urihttps://hdl.handle.net/20.500.12177/5425-
dc.description.abstractThe study starts with a notice students from technical education give less importance to French. This attitude shows up through their write ups and leads to the following question that relate to their performance in vocabulary: why can’t they acquire the vocabulary and use it in their write ups. The research shows difficulty faced when studying vocabulary. The out-come is that the teaching of vocabulary in technical high schools is not handled with, care, thus students pay little attention to it. The teacher could have attracted more of the students ‘ attention through the texts they select, and the didactic method they use, which would have made the students to get more involved in the study of vocabulary and them improve on their performance. A survey enabled us to discover that lexical confusions on the part of the students come from low interest. Thus the necessity to encourage more importance more attractive practices, plays the importance of reading and library.fr_FR
dc.format.extent108fr_FR
dc.publisherUniversité de Yaoundé Ifr_FR
dc.subjectTechnical educationfr_FR
dc.subjectVocabularyfr_FR
dc.subjectWritingfr_FR
dc.subjectTeaching and Studyingfr_FR
dc.titleL’écrit en première année de l’Enseignement Technique : cas du Vocabulaire.fr_FR
dc.typeThesis-
Collection(s) :Mémoires soutenus

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