Utilisation du passèe composè dans les ècrits des apprenant en fle au niveau JSH: Ètude de cas aupres des apprenants de Greater Care International school et de Queen's model school Ltd à Accra

Abstract

This research aims at finding out the difficulties encountered by JHS learners of Greater Care International School and Queen’s Model Schools Ltd in Accra regarding the use of « passé composé » (present perfect tense) in written French as a Foreign Language (FFL). The study postulates that JHS 2 learners have difficulties, in the choice of the auxiliary avoir (to have) / être (to be) and in the construction of the past participle of irregular verbs. They also have difficulties with the agreement between the subject and the past participle, in terms of the use of the « passé composé ». Their previous knowledge in English (L2) influences their way of using the « passé composé » in FFL. Data were collected through questionnaire for teachers and learners and a written test for learners on the « passé composé ». The analysis have shown that majority of learners were confused in the selection of the auxiliary verb avoir or être. Learners found it difficult to form the past participle of irregular verbs and to do agreement between the subject and the past participle in gender and in number. They were also influenced by their previous knowledge in English, when forming the « passé composé » in French. It is therefore suggested, among other remedies, that different types of exercises on the « passé composé » in the form of drills be proposed to learners, reading of text books and simple story books - taking into consideration meaning and the linguistic elements -, group discussions and an increase in the allocated time of teaching of French from the current three periods of 35 minutes a week as indicated in Ministry of Education (1999, Sept.) to at least five.