Structures épenthétiques et emploi des verbes chez les élèves camerounais en zone rurale

Abstract

The verb is an essential element in a sentence and predominantly controls the meaning of a sentence. It is a fundamental constituent of the parts of discourse on which teaching and learning in primary school is focused. The manipulation of this part of the speech imposes a certain number of conjugation rules. In the process of appropriating verbal forms, learners of CM1 and CM2 create non-existent forms in conjugation in their written productions which raise several questions. Why the abusive use of epenthetic structures of verbs in the written works of schoolchildren in rural areas? We realize that the appropriation mechanisms taught automatically cannot simply help the student to construct correct verbal forms. The complexity of verbal stems, the memory capacity of learners and the influence of L1 of schoolchildren are causes that participate in the construction of verbal epenthetic structures produced by learners. Epenthesis is an addition or insertion in the middle of a word of a vowel or a consonant or even a syllable in a verb. The objective is to show that the complexity of the verbal structure is responsible for the difficulties experienced by the learners on the one hand and on the other hand that several other factors are at the origin of the lack of mastery of the verbal structures of French. These confusions reflect the lack of mastery of the paradigms of verb variations. They are abnormal additions associated with verbal forms produced by schoolchildren. The variation of verbs results in multiform constructions which thus expose the problem of the use and especially of the writing of conjugated verbs. Social factors also participate in the regression of the appropriation of verbal forms: learners are divided between field work, housework and school so that their study time is limited. Not to mention the abandonment of educational monitoring to which learners are victims.