Stratégies d’enseignement des langues nationales et acquisition des savoirs chez les élèves du lycée Général Leclerc : Conception d’un dispositif d’enseignement innovant stratégies d’enseignement des langues nationales et acquisition des savoirs chez les élèves du Lycée Général Leclerc : Conception d’un dispositif d’enseignement innovant

Abstract

This research explores "national language teaching strategies and knowledge acquisition among students at the Lycée Général Leclerc: designing an innovative teaching approach." In an increasingly interconnected world, language proficiency is becoming essential not only for communication but also for intercultural understanding and social integration. Indeed, in schools, the teaching of national languages is slowing down due to its still archaic and standardized methods, leading to a lack of interest among students in learning these languages. From this observation, we identified the problem of the influence of teaching strategies on knowledge acquisition among students at the Lycée Général Leclerc. From this theme, the following research hypothesis emerges: national language teaching strategies influence the knowledge acquisition of students at the Lycée Général Leclerc. The method used is mixed. A questionnaire was administered to 105 students from various upper secondary school classes, and an interview guide was provided to six national language teachers. The theoretical framework of this study is based on Lev Vygotsky's socio-constructivist theory (1978) and Piaget's theory of learning (1970). These theories informed our approach by highlighting strategies adaptable to this context for quality mother tongue teaching in Cameroonian schools. To this end, we used Spearman's rank correlation coefficient to assess linear relationships between variables. Our work focused on identifying the challenges encountered in teaching national languages at the Lycée Général Leclerc. This study aims to formulate concrete recommendations for enriching the teaching of national languages at the Lycée Général Leclerc, thereby contributing to meaningful and lasting knowledge acquisition for students.