La maîtrise de Forai et de Fécrit chez les étudiants de première et troisième année LMD

Abstract

Given that the acquisition of knowledge inevitably involves the mastery of the language of teaching/learning, this research in didactics attemps toinvestigate the oral and written language inadequacies of the first and third year students of the license degreewho are considered as our informants. We used a corpus which includes sound recordings and written productions. The analysis revealed the presence of several difficulties in articulation, morphosyntax, vocabulary, style and pronunciation. To carry of the pratical part of this research work, we have used the mixed procedure that combines qualitative and quantitative approaches. The first approachallowed us, thanks to the investigation techniques that fall into (the directive and semi-structured interview, the direct or participant observation, sound recording, and written productions), to have an idea about the difficulties encountered by our respondents. The second approach provided us the opportunity to quantity the data at hand ; i.e., to turn them into numbers and rates. Drawing on a directive and semi-directive interview, we discovered that the language gaps of our informants are not new ; they go back to their training in cycles that preced higher education (primary, middle and secondary). As the language problems and lack of motivation are quite interrelated, we felt it interesting to devote a whole chapter to motivation that plays a major role in investing studies. Indeed, it is quite essential for the acquisition of knowledge. To remedy the linguistic shortcomings of our informants, we proposed the use of oral presentation and dictation. The first activity, used by university teachers to create a communication situation, is considered by experts as the best way to encourage learners to communicate and to speak about a specific topic. The second activity is supposed to help them learn spelling.