Abstract:
Grammar of the French language is one of the aspects that are taught at the Senior High School level. It is worthy of note that the general objectives of teaching French as indicated in the SHS syllabus is developing the communicative competence of the learner of the language. The purpose of this research is to verify the extent to which the methodological perspectives of the teacher of the grammar of French as a foreign language correspond with the main objective for the teaching of French and by extension, its grammar. The major objective for teaching of the grammar of the language, indicated in the syllabus, is the development of the communicative competence of the learner of the language orally first and then in writing. The researcher used non-participant observation and questionnaire as data collection tools. Through the observation of lessons of the four teachers, the researcher got firsthand information concerning the methodological perspectives of the teachers. Through the questionnaire, the researcher was able to solicit the opinions of the four teachers. The data collected and analysed revealed that the presentation of French grammar lessons in the four schools is limited to the rules of form and function of grammatical elements. Also, it was clearly revealed that communicative and interactive activities and tasks are conspicuously missing in the presentation of grammar in the schools in question. The recommendations derived from the results aim at positioning the teachers to consciously adopt appropriate methodologies that will lead to the realisation of the general objective for the teaching of French as a foreign language and by extension the teaching of its grammar at the SHS level.
