Analyse De L’interaction Verbale En Classe De Fle Au Lycée Ghanéen

Abstract

This study analyses verbal interaction in the French as Foreign Language (FFL) class by focusing on phenomena such as choice of theme, turn taking, speaking time and interruptions as established by Kerbrat- Orecchini (1992). The study adopts mainly qualitative analysis but also relies on some quantitative data. The target population includes 95 learners of FFL comprising 63 females and 32 males selected from three senior high schools in Ghana. Data have been collected through audiovisual recordings in the schools. The results show that teachers engage and support learner participation through personal and impersonal themes. In addition, learners record a slightly higher level of turn taking than their teachers. However, teachers talk more and interrupt mostly students’ turns although the interruptions do not interfere with the flow of the verbal interaction in class.