Décloisonnement interne des apprentissages et déconstruction du désintérêt pour la lecture et le commentaire composé chez les apprenants du second cycle en contexte camerounais.

Abstract

Didactics research is a constantly evolving field as it sees the emergence of new questions and new methodologies in the process of structuring teaching content. In its multidisciplinary structure, didactics encompasses the study of all aspects of learning and teaching, thus leading to the understanding, improvement and transformation of teaching practices. It is in light of the need to improve the practices that frame the teaching-learning of the complete work and the composed commentary that we are interested in the "Internal decompartmentalization of learning in French and deconstruction of the disinterest in reading and the composed commentary among second cycle learners". Indeed, this thesis explores the close relationships between the different components of French teaching that are reading and writing, but also and above all their impact on the interest that students have in reading and written commentary. Having noted in our practices as a secondary school French teacher a clear lack of interest among students in reading and written commentary, we are considering an innovative pedagogical approach based on the internal decompartmentalization of learning. The main objective of this research is to demonstrate that the practices of reading and written commentary through decompartmentalized activities promote interactions between the different reading and writing skills among second cycle learners. It is indeed a question of deconstructing the erroneous conceptions of learners in order to restore meaning to reading and written commentary by integrating them into broader and more motivating projects. This thesis is based on a mixed methodology combining an analysis of existing pedagogical practices and the representations of both students and teachers on the issue. It also highlights these concepts by means of a questionnaire and the implementation of open-ended teaching sequences in second-cycle classes. It is indeed a question of deconstructing learners' misconceptions in order to restore meaning to reading and composed commentary by integrating them into broader and motivating projects. This thesis is based on a mixed methodology combining an analysis of existing teaching practices and the representations of both students and teachers on the issue. It also proceeds to highlight these conceptions by means of a questionnaire and the implementation of decompartmentalized didactic sequences in second-cycle classes. The evaluation of the impact of these sequences on learners' relationships with reading and composed commentary as well as on their skills in French makes it possible to state unequivocally that learners' misconceptions about composed commentary are based on both the structure of the learning object and on classroom practices. The results of this research allow us to consider recommendations for French teachers, so that they can implement innovative and motivating practices, determining factors that can promote student success. quality assurance in education and academic excellence in the cameroonian context.