http://hdl.handle.net/123456789/1003 2026-04-14T23:08:21Z http://hdl.handle.net/123456789/12025 Emploi des Organisateurs Textuels Dans la Production Écrite en Français Langue Étrangѐre, le Cas des Étudiants de Niveau 300 Dans les Six Écoles Normales Publiques de Français au Ghana Attati, Bernard Atsu This thesis is about the use of textual organisers in French narrative essay by students that offer French as a foreign language in Ghana in the six public Colleges of Education. It focuses on the type and the uses of the connectives in the narrative context. Text, questionnaire and structured interview were the instruments used for collecting the data. The data was collected from 156 students and the respondents for the interviews were three tutors. Students were purposively selected for the composition test, meanwhile respondents for the questionnaire and the interview were conveniently sampled. The theories used were text analysis proposed mainly by Charolles (1978), Adam (1990) and Lundquist (1980) and error analysis by Corder (1967) and Porquier (1977). The study relies mainly on mixed approach; analysis are qualitative and quantitative in nature. The results show that most of the textual organisers were used inappropriately. The structural defects at different levels show that the students have problems organising the essay as a whole. In addition, there is a disparity in the use of the textual organisers to form sentences. To solve these problems, the tutors interviewed suggested that teachers must explain with concrete examples the roles that textual organisers play in a text and priority should be placed on the teaching and learning of textual organisers. At the end of the study, pedagogical interventions were suggested to help ameliorate the problems that students face when they encounter the composition of the narrative essays. xii, 257p:, ill. 2025-03-01T00:00:00Z http://hdl.handle.net/123456789/12024 Étude de L’alternance Codique Dans la Production Orale des Futurs Enseignants de Fle au Ghana Athiley, Mawuwoe Akou This research seeks to study the phenomenon of code switching (CS). We have observed that, student teachers in the Colleges of Education (CoE) cannot do without English language and the Ghanaian languages during French lessons. It sets out to examine the motivating factors of CS in the CoE. It takes into account the types of code switching in relation to the role of the Ghanaian languages and English language. It aims at a global understanding of interaction in the French class with regard to CS and the challenges of oral communication vis-à-vis the panorama of language contact in academic environment. The study is based on Gumperz's sociolinguistic interactional approach and Poplack's linguistic approach, which have enabled us to better identify the manifestations of this phenomenon in the classroom. The study adopted a hybrid method of collecting and analysing quantitative and qualitative data from level 400 student teachers at ENCHICOE and AMECOE. Quantitative data are collected from a questionnaire sent to respondents via the WhatsApp platform, while qualitative data were collected using classroom observation. We used Hymes' SPEAKING model (1984) as our analysis approach. Analysis of the questionnaire was carried out using Google Docs. The results revealed that student teachers in the CoE, use intra sentential, inter sentential and extra sentential CS but inter sentential CS is mostly used. We also found that CS is triggered by sociocultural, psycholinguistic and psychological factors, and plays pedagogical, communicative and interactional roles. Based on our findings, we recommended that the designers of programmes of the CoE to consider incorporating teaching of French oral in the French curriculum. Tutors in the COE should involve student teachers in creative and innovative approaches such as group and individual presentation, debate, interview, language games amongst others. The student teachers should take reading seriously in other to acquire enough vocabulary and expressions for communications in French. They should also use pedagogical resources available on the internet to help them improve upon their oral skills. We have proposed Dale’s Cone of Experience to improve oral competences. xiii, 248p:, ill. 2024-12-01T00:00:00Z http://hdl.handle.net/123456789/11666 Du Discours Ironique Comme Vecteur Du Féminisme Modéré Chez Ken Bugul Et Ama Ata Aidoo Dordzeavudzi, Norvianyo This thesis which is both comparative, stylistic and thematic examines irony as a tool of moderate feminism in selected works of two African women writers, a Francophone and an Anglophone. These are Riwan ou le chemin de sable and De l'autre côté du regard of the Senegalese-Beninese novelist Ken Bugul, and Anowa and Changes: a love story of the Ghanaian writer Ama Ata Aidoo. The investigation is based on the premise that both writers use irony as a discursive technique in their contributions to issues of women's oppression. The use of this style requires the reader to use his or her critical thinking skills in order to interpret accurately the vision that these authors project on feminist doctrines in Africa. The study then sets itself the task of exploring and explaining the ironic representation of feminist discourse in the selected texts of the authors. It then analyses and interprets irony as an expression of moderate feminism through the selected texts. The data, mainly collected from the four books, were subjected to a hermeneutic study in the light of Firestone (1972)’s theory of radical feminism and a combination of the various tendencies of African feminism. The study concludes that the feminism projected by Bugul and Aidoo is a fusion of Western feminist theories based on the demand for women's rights and freedom through revolt and the spirit of velvetiness and solidarity characteristic of Afrocentric feminism. x, 325p; , ill. 2022-11-01T00:00:00Z http://hdl.handle.net/123456789/11133 VERS LA CONCEPTION D’UN PROGRAMME DE FORMATION SPÉCIFIQUE EN FRANÇAIS POUR LES SERVEURS/SERVEUSES DE L’HÔTELLERIE-RESTAURATION À ACCRA AU GHANA Yegblemenawo, Caroline Aku Akpene This study emanates from observations made during an initial survey we conducted in the restaurants of some hotels in Accra, Ghana. It was observed that waiters/waitresses encounter language barriers while attending to customers who speak only French. The linguistic barrier prevents them from serving these customers very well. The study therefore seeks to analyse the specific language needs of waiters/waitresses already working in restaurants in order to design a training programme in French solely for them as the existing training programmes are too general and target students in school. Using three data collection instruments (questionnaire, interview and non-participant observation), we collected data from 31 waiters and waitresses and three restaurant supervisors working in the restaurants of three hotels in Accra. The instruments were designed based on the framework for target situation analysis and learning needs analysis of Hutchinson and Waters (1987). The findings from the analysis present the waiters/waitresses in question as a group of Ghanaian adults who are professionals and have, on the average, completed Senior High School level. They have a high interest in learning French but do not have the time to take part in an in-person training programme. After identifying nine situations within which the waiters/waitresses communicate with their customers and the tasks they accomplish during those times, the specific needs of waiters/waitresses were analysed. A French training programme was then designed for them. We recommend that the training programme for waiters/waitresses should be implemented in a hybrid mode with most of the sessions online either synchronous or asynchronous. xv, 320p:, ill 2023-11-01T00:00:00Z