ARGUMENTATIVE CONNECTOR USE AMONG CONGOLESE SECONDARY SCHOOL STUDENTS

This article examines argumentative connector use among Congolese secondary school students and the difficulties they encounter in producing coherent argumentative texts. Given the importance of connectors for textual cohesion and the organization of reasoning, the study seeks to identify obstacles to their mastery and propose remedial teaching strategies. Using quantitative and qualitative approaches, the research draws on an analysis of 267 written scripts produced by students in the upper secondary humanities track at Nganga Edouard and Lumumba high schools in Brazzaville, together with six classroom teaching logs. Data were collected through a test requiring students to write argumentative paragraphs. The findings indicate relatively good command of common connectors such as par exemple (for example), en plus (in addition), ensuite (then), mais (but), and parce que (because). However, students experience substantial difficulties with connectors expressing concession, opposition, and restriction. The most frequent errors involve inappropriate or mechanical use, confusion between connector functions, and excessive repetition.