Étude de la démotivation envers l’apprentissage du fle chez les apprenants d’adonten Senior High School

Abstract

The objective of this study is to examine the causes of demotivation among learners at Adonten Senior High School concerning the teaching and learning of French in Ghana, and to propose remedies to alleviate the problem. Data were collected through a questionnaire and a focus group interview with 80 learners from the school. The learners were selected using a purposive sampling technique. The data collected were scientifically analysed using a mixed method: a combination of quantitative and qualitative methods. The results showed that teachers used negative comments about learners during lessons. The analysis also showed that most learners were most often demotivated by writing due to a lack of vocabulary and fear of making mistakes, and by listening comprehension exercises due to a lack of understanding. The analysis also indicated that these exercises exceed the French language proficiency level of these learners, who are in their first year of learning, and that learners lack confidence and vocabulary and are unable to construct sentences in French. The study therefore recommended, among other remedies, using different approaches in teaching various aspects of the French language. French teachers were advised to raise awareness among learners and other teachers about the importance of linguistic diversity. The study also recommended that teachers adapt the reading speed of oral comprehension texts to the level of the learners. It was further recommended that teachers offer targeted vocabulary activities to enrich the learners' lexicon. The study also recommended that teachers offer pre-listening and post-listening activities to help learners better understand spoken texts. The study also recommends practising writing with learners, starting with simple topics and progressing to more complex themes. As a result, teachers are expected to offer differentiated exercises to meet the individual needs of learners with progressive levels of difficulty.