Usage du participe passé chez les élèves de troisième du lycée maldom bada abbas au Tchad: analyse et propositions didactiques

Abstract

The present work is part of the normative field of grammar and, consequently, of its written use among learners. It examines the use of past participle agreement among 3rd year students at the Maldom Bada Abbas secondary school in Chad: analysis and didactic proposals. In the context of learning written French, the past participle is of capital importance. However, the agreement of the past participle used with the auxiliaries (to be and to have) is subject to various rules which can complicate its mastery. This study aims to develop appropriate proposals for more performative teaching. The main objective is to analyse the use of the past participle among third-year students at the high school of Maldom Bada Abbas in Chad. To this end, we have drawn on L. Tesnière (1959) dependency grammar as a normative basis for the use of the past participle, and on G. Brousseau (1997) theory of didactic situations for remediation suggestions. The method we used to analyse the papers was empirical and inductive, and led to an actual observation. The recurrent existence of a misuse of past participle usage norms in a particular context. This problem raises a series of questions: What are the fundamental rules for the use of the past participle in the French language? What can be done to remedy the errors found in their scripts? These questions lead us to put forward the following hypotheses: HP: It would seem that the complexity of the rules governing the agreement of the past participle is at the root of the errors found in the 3rd year students at the high school. HS1: The confusion of concepts linked to the verb and its interdependence with its past participle(s) would appear to be one of the causes of the errors detected. HS2: The textbook on the syllabus for 3ème does not deal sufficiently with the notion of the past participle. HS3: The choice of teaching policies and pedagogies in Chad could contribute to these shortcomings. Our work is organized into two main parts with two chapters in each part.