Abstract:
This doctoral thesis falls within the framework of assessment (see G. De Landsheere 1979 et 1980; G. Scallon 2000; Lussier 1992; D. Lussier and C. Turner 1995; L. Allal 1989 ...), of communicative competence in French (S. Moirand 1990; H.G. Widdowson 1981; M. Canale and M. Swain 1980...) and of verbal interaction (see C. Kerbrat-Orecchioni 1998). It purports to study the problems associated with the teaching and learning of oral communication, its assessment and its practice among learners of French in Teacher Training Colleges in Ghana. It seeks particularly to examine the modalities put in place for the assessment of proficiency in oral communication in an external examination context. It endeavours to analyse the method of assessment, the conduct of teacher-examiners and the communicative behaviour of learner-candidates in a face-to-face interaction. It also examines and identifies communicative difficulties and strategies used in overcoming these difficulties. With regard to data collection, a questionnaire relative to pre- training college and college practices of teaching and learning and also of assessing oral French was established and addressed to learners and teachers alike. The study equally takes into account the oral communication, test items and recording of verbal interactions between panel of examiners and candidates. The findings of this research will contribute to reflections on different aspects in the area of assessment namely, instructions, criteria, nature of test items or conduct. The study suggests the adoption of an interactive approach to the teaching and learning, a regular assessment and constant practice of oral communication within and outside the classroom setting.
