Writing Production in Secondary Education in Cameroon: A Semantic Analysis

Yolande Obono Edou

Abstract

The objective of this work is to revisit teaching-learning practices, to contribute to the improvement of the quality of intervention of teachers leading to results aimed at taking into account the components that underpin the interactions between subject-learners-teachers and reading and writing skills as well as the mediation process which links the development of learners’ language skills to the production of writing. Learning written production is one of the fundamental purposes of language teaching. The discovery of writing and the possibility of communicating with others through writing is one of the priority objectives of elementary school. The ability to write and its components develop progressively at all levels of compulsory schooling, it is a constituent of the academic success of all students, if only through the important role it plays in their socialization. Learning to produce a diversity of texts, while respecting the conventions of language and communication, is a condition for integration into social and professional life. Based on the results, resilient recommendations were made. It is important to begin to overcome traditional schooling in favor of an essentially participatory and integrative pedagogy. With an organization of time that emphasizes training activities through apprenticeship. Those responsible for education should draw inspiration from trends such as constructivism and/or social constructivism.

Keywords

writing production; secondary education; Cameroon; semantic analysis.

Cite This Article

Edou, Y. O. (2024). Writing Production in Secondary Education in Cameroon: A Semantic Analysis. International Journal of Scientific Advances (IJSCIA), Volume 5| Issue 6: Nov-Dec 2024, Pages 1104-1119, URL: https://www.ijscia.com/wp-content/uploads/2024/11/Volume5-Issue6-Nov-Dec-No.696-1104-1119.pdf

Volume 5 | Issue 6: Nov – Dec 2024