Les difficultés d'apprentissage de l'orthographe dans le système éducatif malien: cas du groupe scolaire second cycle de Darsalam, cap de Koutiala (Mali)

ABSTRACT

Proficiency in lexical and grammatical spelling undoubtedly has a positive impact on the academic success of learners in the second cycle of basic education. It contributes, to a large extent, to the understanding of other teaching subjects and promotes written and oral expression. However, in the light of many mistakes made by learners in the Groupe Scolaire Second Cycle de Darsalam - Second Cycle of Basic Education, in their written productions, spelling constitutes a challenge to their academic success. The poor results recorded by the learners, especially in graded dictation tests, lead to school failures. If spelling without mistakes in the written productions is a factor of success, mistakes committed by the learners in the second cycle of basic education in Mali constitutes challenges to which, it is advisable to propose solutions with a view to improving the teaching and learning spelling. Finding difficulties of learning spelling and proposing solutions that will contribute to improving the teaching and learning of this minor of French language is the critical but constructive approach that I adopted for carrying out this study.

This work describes the difficulties of learning spelling in the Malian educational system, analyzes the quantitative and qualitative data collected following the survey techniques and presents the results of the objective dictation tests submitted to the learners following the Objective-based Teaching Spelling (EOO).

The methodological approach consisted of collecting quantitative and qualitative data through questionnaire, direct interview, observation and test techniques from learners, French teachers, educational advisers and retired French teachers. Rationales and representations of these actors, observations and tests allowed me to identify challenges of learning spelling and analyze the related factors.

The results I have achieved, following the various tests carried out with the control and experimental groups, allow me to affirm that the minimum time devoted to reading, lack of knowledge about grammar teaching, and the conjugation by teachers are the reasons for students' failure to dictation. This failure is reflected first in challenging related to learning leading to poor grades. To cope with such a situation, Objective-based Teaching Spelling (EOO) could be an appropriate strategy.

UNIVERSITE CATHOLIQUE DE L'AFRIQUE DE L'OUEST (UCAO)

UNITE UNIVERSITAIRE A BAMAKO (UUBa)

Ecole des Hautes Etudes des Cultures Africaines, des Arts et des Sciences de l'Education(EHECASE) Hamdallaye Rue 85 Porte 109- BPE 4165 Bamako-Mali-Tel : [phone] Fax :[phone] E-mail :ucao.uuba@ gmail.com. Site : www.uco-uuba.com

Filière : Sciences de l'éducation

Thème :

Les difficultés d'apprentissage de l'orthographe dans le système éducatif malien : cas du groupe scolaire second cycle de Darsalam, CAP de Koutiala.

Présenté par DIRECTEUR DE MEMOIRE

Nicolas TOGO D^r. Idrissa Soïba TRAORE Maitre de conférences

CAMES

Membres du Jury :

Dr TAMBA DOUMBIA : président du Jury

Dr SEYDOU LOUA : membre du Jury

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Bamako, le 22 Décembre 2018

Les difficultés d'apprentissage de l'orthographe dans le
système éducatif malien : cas du groupe scolaire second
cycle de Darsalam, CAP de Koutiala.

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