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LES CONNECTEURS DANS LA GESTION DE TEXTES COURTS DES APPRENANTS GHANÉENS DE FRANÇAIS LANGUE ÉTRANGÈRE / USE OF CONNECTORS IN THE ORGANIZATION OF SHORT TEXTS BY GHANAIAN LEARNERS OF FRENCH AS A FOREIGN LANGUAGE
Abstract
Ce travail examine l’emploi des connecteurs dans les textes écrits par des apprenants du français en première année à l’Université de Cape Coast. Notre hypothèse est que les connecteurs jouent un rôle de premier plan dans l’établissement de la cohésion-cohérence et de la pertinence des textes écrits par les apprenants du français comme une langue étrangère. Les connecteurs sont donc un outil important pour comprendre et évaluer leur production écrite. Le corpus est constitué de quarante textes portant sur des sujets variés et différents types de textes. Les résultats quantitatifs montrent que les apprenants utilisent une petite variété des connecteurs, plus particulièrement les connecteurs aussi. L’étude montre également des usages incorrects des connecteurs. Les analyses qualitatives démontrent que les occurrences de certains connecteurs tiennent à des condition liées la planification textuelle. Elles montrent aussi que l’emploi qualitatif des connecteurs dépendent du mode de planification adopté par les apprenants. Pour conclure, nous avons identifié des points d’entrée pour améliorer l’usage des connecteurs dans l’écrit des apprenants. Notre travail contribue ainsi à la didactique de l’écrit en FLE au niveau universitaire.
The present study examines the use of sentence connectors in the written texts of first year university learners of French in the University of Cape Coast. The work is grounded in the hypothesis that connectors play an important role not only in in textual cohesion and coherence but also in perceiving the relevance of text segments they link. Therefore, they serve as an important tool for understanding and evaluating learners’ written texts. The data consists of 40 texts on a variety of subjects and text types. The quantitative analysis revealed that the learners used a restricted repertoire of connectors. It also showed that the learners frequently committed errors in using the connectors. The qualitative analysis demonstrated that the use of certain connectors is linked to the mode of textual planification used by the students. Il also showed that the quality of the relations expressed by the connectors depended on the learners’ expertise in planning and structuring their ideas in relation with the text types. The study concludes with some suggestions aimed to improve the use of connectors in the written texts of learners. Our work contributes to writing pedagogy in French as a foreign language in the university context.
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DOI: http://dx.doi.org/10.46827/ejlll.v8i3.564
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