Les Difficultés Du Passage De La Voix Active À La Voix Passive

UNIVERSITY OF GHANA, LEGON
COLLEGE OF HUMANITIES
DEPARTMENT OF FRENCH
LES DIFFICULTÉS DU PASSAGE DE LA VOIX ACTIVE À LA
VOIX PASSIVE CHEZ LES APPRENANTS DU FRANÇAIS
LANGUE ÉTRANGÈRE (FLE)
BY
ASIEDU DANIEL
(10443115)
THIS THESIS IS SUBMITTED TO THE UNIVERSITY OF GHANA,
LEGON IN PARTIAL FULFILMENT OF THE REQUIREMENT
FOR THE AWARD OF MPHIL FRENCH DEGREE
JULY 2015
University of Ghana http://ugspace.ug.edu.gh

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DÉCLARATION
This is to certify that this thesis is the result of research undertaken by DANIEL
ASIEDU towards the award of the Master of Philosophy Degree in French in the
Department of French, University of Ghana.
SIGNATURE: ..……………………… DATE :……………………
ASIEDU DANIEL
(STUDENT)
We, Dr. K. D. YEBOUA and Dr. K. G. AGBEFLE hereby declare that the preparation
and presentation of this thesis were supervised in accordance with the guidelines of
supervision of theses laid down by the University of Ghana.
SIGNATURE:………………… ……… DATE :………………………
DR. K. D. YEBOUA
(PRINCIPAL SUPERVISOR)
SIGNATURE:…………………………… DATE :………………………
DR. K. G. AGBEFLE
(2ND SUPERVISOR)
University of Ghana http://ugspace.ug.edu.gh

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DÉDICACE
Ce travail est dédié
à Nana Ama Asomaniwaa Ampofo,
à Kouakou Jean dit Yao Thomas
et à Ama Oparebea.
University of Ghana http://ugspace.ug.edu.gh

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REMERCIEMENT
Nous sommes très reconnaissant à notre Directeur principal de mémoire, Dr. K. D.
Yéboua pour ses instructions, ses conseils et ses encouragements utiles du début jusqu'à
la fin de notre mémoire. Nous sommes également reconnaissant à Dr. K. G. Agbefle,
notre Directeur-adjoint de mémoire pour ses mots d‟encouragements et soutiens lors de
cette étude, et pour nous avoir donné sa classe de niveau 300 pour effectuer nos
enquêtes de terrain.
Nos remerciements s‟adressent également au Dr. R. Yennah, chef du Département de
français pour ses documents et articles qui nous ont beaucoup aidé ; et qui a tout fait
pour approfondir nos connaissances au cours de ces années universitaires à Legon.
Nos sincères gratitudes vont aussi à tous les professeurs de français, et surtout Madame
Obeyaa Sackey pour ses encouragements et de nous avoir donné sa classe de niveau
200 pour nos tests (pré-test et post-test).
Nous remercions enfin nos collègues professeurs de français à Nifa SHS et tous ceux
qui ont, d‟une manière ou d‟une autre contribué à la réalisation de ce travail de
recherche.
University of Ghana http://ugspace.ug.edu.gh

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ABSTRACT
This research analyses the difficulties associated with the use and transformation of
sentences from the active voice into the passive voice in French. Our analysis was done
through the various use and transformation of the passive voice in some documents or
books by different authors and through interactions and dialogues with learners and
some teachers of French language. It was found out that most students or learners of
French are not able to do the correct transformation of the passive voice in simple
sentences because there are some transformations that use the prepositions “par” or
“de” and others use neither of these prepositions but denotes the idea of passive voice.
This led us to identify the difficulties facing learners of French in a sense that some of
the “complément d’agent” is being introduced by the prepositions “par” or “de”, and
with others, these prepositions are not being introduced to the complement. It has been
established that the difficulties were mainly due to the multiplicity of these
transformations of simple sentences into the passive voice. It was also found out that the
teaching strategies used by some teachers of French in the teaching of the passive voice
are coupled with the influence of either the English language or the learner‟s first
language (mother tongue). This also contributes to the difficulties encountered in the
passive transformation. In an attempt to resolve the problem, teaching strategies such
dialogues, interactions, giving of structural exercises and other techniques were
adopted, and also analyzing various authors‟ work. The methods used have been
evaluated to identify the successes and short comings of our intervention. Suggestions
have then be made in a bid to enhancing the teaching and learning of that aspect of the
French grammar in the form of recommended exercises.
University of Ghana http://ugspace.ug.edu.gh