L’accord du participe passé avec l’auxiliaire avoir précédé du pronom que : analyse des difficultés chez les apprenants ghanéens du FLE

This study explores the morphosyntactic challenges faced by learners of French as a Foreign Language (FFL) in using the past participle agreement with the auxiliary avoir, particularly when preceded by the relative pronoun que. Grounded in a quantitative research design, the study employed two key data collection instruments: structured tests to FFL students from three distinct educational backgrounds: Senior High Schools (SHS), teacher training colleges (écoles normales), and francophone institutions. The analysis focused on students’ written responses, using descriptive statistics to examine their performance on items requiring correct application of past participle agreement rules. Results indicate a general difficulty among learners in applying these rules, especially in contexts involving complex syntactic structures. Notably, performance varied across the groups, with teacher training students generally outperforming their peers from SHS and francophone backgrounds in most test items. The findings highlight the need for targeted pedagogical interventions to improve learners’ mastery of morphosyntactic features, particularly in written French expression. This study contributes to ongoing efforts to enhance FFL instruction through evidence-based approaches adapted to learners’ specific needs.