[ Description de la variation : essai de décryptage et d'analyse du phénomène d'accord d'une classe de troisième au Cameroun ]
Volume 16, Issue 1, June 2015, Pages 70–78
Moïse MBEY MAKANG1
1 Doctorant en Linguistique française, Université de Ngaoundéré, Chercheur au CNE (MINRESI), Cameroun
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The issue of the use the use of French language in Africa has always fueled scientific and academic research. The present reflexion questions about the recurrence and perpetuity of syntactic "mistakes" of "3ème" students in writing, although they learn grammar rules since primary school classes. This logic appears to be a fact which merits attentions because of the norm taught by public power and teachers who did not take in consideration some sociolinguistics context. The notion of socioculture considered as prism in the writing process of student has some influences on these processes we can qualify as "indigenous". Written expression is always considered though as correct, pure, logic, and normalized. Our corpus in this survey show this language is different from French. Writing practices of the students is proving it. Some grammatical confusions and generalization have been record in student's essays. This article envisions describing, analyzing and understanding the perpetual accordance mistakes in written French by students of this class compared to the normative form.
Author Keywords: Variation, written expression, mistakes, norm, socioculture.
Volume 16, Issue 1, June 2015, Pages 70–78
Moïse MBEY MAKANG1
1 Doctorant en Linguistique française, Université de Ngaoundéré, Chercheur au CNE (MINRESI), Cameroun
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The issue of the use the use of French language in Africa has always fueled scientific and academic research. The present reflexion questions about the recurrence and perpetuity of syntactic "mistakes" of "3ème" students in writing, although they learn grammar rules since primary school classes. This logic appears to be a fact which merits attentions because of the norm taught by public power and teachers who did not take in consideration some sociolinguistics context. The notion of socioculture considered as prism in the writing process of student has some influences on these processes we can qualify as "indigenous". Written expression is always considered though as correct, pure, logic, and normalized. Our corpus in this survey show this language is different from French. Writing practices of the students is proving it. Some grammatical confusions and generalization have been record in student's essays. This article envisions describing, analyzing and understanding the perpetual accordance mistakes in written French by students of this class compared to the normative form.
Author Keywords: Variation, written expression, mistakes, norm, socioculture.
Abstract: (french)
La problématique de l'usage la langue française en Afrique a toujours alimenté la recherche scientifique et universitaire. La réflexion actuelle s'interroge sur la récurrence et la pérennité des « fautes » syntaxiques dans l'expression écrite des élèves de troisième pourtant outillés par les leçons de grammaire depuis l'école primaire. Ce raisonnement se perçoit comme une pratique sur laquelle il est nécessaire de s'attarder d'autant plus que la norme scolaire vulgarisée par les pouvoirs publics et des enseignants n'a jamais été prise en compte par certains contextes sociolinguistiques. Il se trouve que la socioculture considérée comme un prisme dans les procédés d'écriture de ces élèves, influence majoritairement ces procédés que nous pouvons taxer d'indigène. Or l'expression écrite a toujours été considérée comme étant une langue correcte, pure, réfléchie, normée. Le corpus que nous avons répertorié montre vraiment une langue distincte du français. Les pratiques écrites de la langue française de ces apprenants l'attestent bien. Telles sont des confusions et des généralisations grammaticales relevées dans des copies des élèves. Cet article se propose ainsi de décrire, d'analyser et de comprendre le caractère continuel de quelques « fautes » d'accord du français écrit des élèves de cette classe à partir de sa forme écrite normative.
Author Keywords: Variation, expression écrite, fautes, norme, socioculture.
How to Cite this Article
Moïse MBEY MAKANG, “Describing language variations: decryption and analysis of the verb accordance phenomenon in French language in a Cameroon "3ème" class,” International Journal of Innovation and Scientific Research, vol. 16, no. 1, pp. 70–78, June 2015.
