Teaching The Literature In Class Of French Foreign Language In Cameroon:‎ Status And Didactic Prospects

Abstract

This paper examines the teaching of literature in french language classrooms in Cameroon and ‎posits that, far from arousing interest in and desire for the reading of literature in French amongst ‎Anglophone learners, as recommended by official syllabuses (MINEDUC,1997), observed teacher-centered ‎classroom practices are training more of literary critics than literary readers. After exploring obstacles to ‎the development of reading pleasure and reading-writing habits in French language classrooms one of ‎which is the inhibiting system of literary assessment, the study proposes some classroom strategies one of ‎which is an action research on reading and writing, and outlines some classroom activities likely to arouse ‎not only reading pleasure in the learners but writing pleasure in French, following the results of an ‎experiment carried out.‎ ‎