Analyse syntaxique et didactique des pronoms adverbiaux "en" et "y" et les stratégies d'apprentissage développées par les élèves de la deuxième année secondaire

Abstract

The subject of our research is keeping with pregnant work in linguistic difficulties encountered by Algerian learners of French as a foreign language as well as on the learning strategies. As teachers in secondary school, we particularly interested in difficulties inherent in the language teaching and learning. Our study is focussed on French pronouns/adverbs "en" and "y", wich we think are difficult to use by non-natives. We at giving rational and logical explanation to the absence of these pronouns /adverbs learners written. This failure to recognize the use of these pronouns/adverbs has aroused our interest to explicit this difficulty met by learners who have been learning French for nine years and who are supposed to have acquired linguistic competence allowing them to express themselves orally and in written form. We have tested two groups of 2ind year pupils who undergone the educational reform. The pupil’s productions show their failure to recognise the pronouns/adverbs "en" and "y” and tell us about the learning strategies used by pupils during the writing phase. Our analysis of the syllabi and teachers looks for middle and secondary school confirm the absence of the two pronouns. In these pronouns are included in the baccalaureate questions. In fact, this research work is a syntactic and didactic analysis of the pronouns "en" and "y". We hope I twill bring new pedagogical perspectives in the teaching and learning of pronouns.