Utilisation des exerciciels en classe de français langue seconde dans l’enseignement/apprentissage de l’orthographe des homophones grammaticaux : cas des classes de 6ème/5ème

Abstract

This research is entitled: The use of exercise software in French as a second language classroom for teaching/learning the spelling of grammatical homophones: a case of Form 1/Form 2. This choice stems from the fact that learners are increasingly failing to learn spelling and, more specifically, grammatical homophones. The unsatisfactory results led us to reflect on the origins of this failure with grammatical homophones. This led us to conclude that the teaching of French, and more specifically of spelling (grammatical homophones), encounters difficulties which are not conducive to the development of learners' skills. Our general objective is to demonstrate that the use of exercise software in the teaching/learning of grammatical homophones has a positive impact on the improvement of skills and is also a good source of motivation for learners. The research adopted a quantitative experimental approach with a control group - experimental group design and targeted learners of Form 1 and Form 2 divided into two (02) experimental groups of 30 learners each, as well as French teachers to whom we administered a questionnaire. The main results obtained are: with a significance threshold of 5%, a confidence interval of 95%, we can therefore conclude that the difference in mean is significant between the control group and the experimental group. (p=0.000≤0.05), demonstrating that the exercise software had a significant impact on learner’s learning of grammatical homophones. The satisfactory results of the analysis enabled us to make suggestions to public authorities and teaching staff.