L’utilisation des contes écrits africains comme approche didactique dans l’enseignement du FLE au Cameroun : Cas de la production écrite et de l’expression orale des apprenants

Abstract

With the introduction of national languages into the educational system in Cameroon by the Ministry of Secondary Education, we noticed increasing interest in the use of tales as a teaching corpus although this is still done in a timid manner. The aim of this research is to examine the poteintial impact of the use of African written tales on oral expression and the performance of written production of learners in Cameroon. In the theoretical framework, after having defined the tale and presented the typology of modern and African tales, as well as its characteristics, we explored the morphology of Vladimir Propp and Greimas actantial model, the elements of oral production according to Dubois A.L, the didactics advantages of tales according to Badenas Roig, S. R. and activities in the French as a foreign language class with story proposed by Trottet, S., & A mireault, V. Concerning the methodology, we used a mixed qualitative and quantitative research method. For qualitative research, we opted for questionnaires which were administered to 15 teachers and 123 learners from the central Cameroon region of public and private establishments. Quantitative research focuses on observation where we observed two classes, one of 32 students and the other of 28 students. At the end of our survey, learners and teachers find the introduction of stories in French as a foreign language lesson useful because according to them it improves their level of oral expression and performance of written production. if the tales are advantageous for the teaching/learning of French as a foreign language it would therefore be wise to review the French as a foreign language textbook for a total introduction of written African tales in the teaching of languages in Cameroon.