Teaching & Learning Written Comprehension in French at Post-Fundamental Level: Bujumbura City Hall

Adelin Mperejimana(1*),

(1) University of Burundi
(*) Corresponding Author




DOI: https://doi.org/10.26858/eltww.v10i2.50450

Abstract


This article seeks to address the contribution of teaching and learning written comprehension in the new perspective of post-fundamental education recently implemented in Burundi. The students do not understand the message conveyed in the text and have missed the main thrust of the text. This problematic raised led us to ask questions and make possible hypotheses. Among the obstacles to reading comprehension are a lack of vocabulary, linguistic and semantic knowledge, and so on. To make our work effective, we used the questionnaire method, addressed to teachers of the 3rd post-fundamental language in Bujumbura town hall. Another scientific method used was the observation method, which consists in verifying the practical realities of teacher-learner interactions, as well as the methodological approaches implemented in a text lesson. To analyze the results obtained, the quantitative method was used. This method of analysis enables us to arrive at results which stipulate that learners are unable to understand what is written due to a lack of vocabulary, syntactic and semantic knowledge, extralinguistic, problems in the classroom, methodology, lack of support notebooks and problems in reading books. On the whole, students experience difficulties in reading comprehension due to a lack of lexical, linguistic and literary mastery. In this research, we have identified the problems of developing written comprehension among students in the 3rd year of post-fundamental education. These obstacles are related to the lack of vocabulary, linguistic and extralinguistic semantic knowledge, and grammatical structures. These factors remain a hindrance for students in written comprehension.

Keywords


teaching and learning; French language; written comprehension; linguistic- extralinguistic

Full Text:

PDF

References


Dalcq, A. E., Englebert, A., Uyttebrouck, É., Van Raemdonck, D., & Wilmet, B. (1999). Lire, comprendre, écrire le français scientifique.

Dunlop, E. (2023). Regional Favouritism, Elections, and Legacies of Inequality: The Dynamics of Education Redistribution in Post-War Burundi. Journal of Intervention and Statebuilding, 1-25.

Fatima, Z. U. A., Mushatq, M., & Fatima, Q. U. A. (2019). Overcrowded classroom problems faced by school teachers in district Muzzafarabad. International Journal of Academic Research in Progressive Education and Development, 8(4), 328-339.

Giasson, J. (1996). La compréhension en lecture. Gaetane Morin Editeur Itée,: Monstréal.

Giroux, R. (2016). Rapport sur LIre et écriture au CP .Etudes de l'influence des pratiques d'enseignement de la lecture et d'écriture sur la qualité des apprentissages. Université clermont Auverge. Récupéré sur http://ife.ens-Lyon.fr/ife/recherche/lire - écriture

Le Picaut, M. (2012). La compréhension de textes écrits au travers des albums à l'école maternelle.

Nsengiyumva, R& Manirambona ,F. (2018) "la didactique de la littérature en question:de nouvelles perspectives pour l'enseignement post-fondamental au Burundi' (Vol. 7). Bujumbura: in synergies Afrique des grands lacs.

République du Burundi /MEESRS. (2015). Curriculum de l'enseignement fondamental, Bujumbura: BEPEF.

Ruggia, S., & Vanni, L. (2022). DeepFLE: la plateforme pour évaluer le niveau d’un texte selon le CECRL. Dialogues et cultures, (66), 235-254.

Saldana, J., Miles, M. B., & Huberman, A. M. (2014). Qualitative data analysis: A methods sourcebook. Amerika: United States Of America.

Sinabajije, W., & Bento, M. (2022). Status Report on the Teaching of Non-Linguistic Subjects in French at Fundamental School in Burundi. Applied Mathematical Sciences, 16(12), 611-622.

Tagliante, C. (2006). la classe de langue ,. Paris: Clé Internationale.

Varly, P., & Mazunya, M. (2017). Burundi ASA (P161127) study 2. Report on the quality of education.

Weiss, T. (2020). The implications of translation for professional communication. In Exploring the Rhetoric of International Professional Communication (pp. 277-291). Routledge.


Article Metrics

Abstract view : 94 times | PDF view : 19 times

Refbacks



Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View My Stats

Published by:

Pascasarjana, Universitas Negeri Makassar

Jalan Bonto Langkasa, Banta-Bantaeng, Rappocini, Banta-Bantaeng, Kec. Rappocini, Kota Makassar, Sulawesi Selatan 90222
[email protected]

E-ISSN: 2503-2291

P-ISSN: 2303-3037


ELT Worldwide: Journal of English Language Teaching is licensed under a Creative Commons Attribution-NonCommercial- 4.0 International License.