Étude des obstacles qui entravent l’enseignement-apprentissage du français et des stratégies d’y remédier dans le district de Gasabo au Rwanda

Résumé

This study highlights the main obstacles to the teaching and learning of French as a Foreign Language (FLE) in the Gasabo district of Rwanda and proposes strategies to address them. To achieve these results, an exploratory and descriptive research study was conducted in public schools located in Kigali, employing both qualitative and quantitative methods. The target population consisted of secondary-level students, with a sample comprising thirty teachers and one hundred and fifty students selected through purposive sampling. Data were collected using questionnaires, semi-structured interviews, classroom observations, and the analysis of previous examination results. Data analysis was carried out using SPSS software. Descriptive statistics, including percentage, valid percentage, and cumulative percentage, were used to examine trends in participants' responses. The findings reveal low student motivation caused by several factors: the lack of adequate training for French teachers, insufficient qualifications, the use of inappropriate textbooks and teaching methodologies, limited time allocated to French instruction, and the influence of other languages, particularly English, which is the language of instruction, and Kinyarwanda, the national language. These challenges significantly hinder the acquisition of French language skills. Data analysis indicates that both learner and teacher motivation is influenced by the quality of instruction and the availability of resources. To overcome these obstacles, a series of strategies is recommended. These include enhancing teacher motivation in FLE classrooms, providing continuous professional development for teachers, integrating and teaching extra linguistic content, promoting the regular use of French, adopting an action-oriented and communicative approach, and incorporating ICT tools into FLE instruction.