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dc.contributor.authorOluoch, Grace Malowa
dc.date.accessioned2018-05-23T09:04:51Z
dc.date.available2018-05-23T09:04:51Z
dc.date.issued2017-09
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18424
dc.descriptionProjet de mémoire soumis afin de l’obtention de maîtise fle à l’université Kenyattaen_US
dc.description.abstractThis research is in the domain of teaching of French as a Foreign Language. It has come to our attention that in Education in Kenya, the aspect of the practice of oral skills leaves a lot to be desired during the teaching of French in secondary schools; this is according to the KNEC manual reports. This is partly due to the time allocated to the teaching of this subject/language and partly because there seems to be no fixed time allocated to the teaching of the oral expression in French, and if it is done at all, this is done at the discretion of the teacher. According to Perrenaud (1980), there can never be learning or teaching of oral skills in language teaching without time dedicated to it. The teacher seems to embrace the tendency of speaking too much, explaining or dictating while the role of the learner seems to be confined to listening at times, copying or keeping quiet. This study aims to establish whether the authentic document could be used to put the learner in direct contact with the language so that as he learns the grammatical aspects, he also learns the culture of the French and hence communicate better. With the use of authentic document, he could be able to speak the language, not as a foreigner but as a native speaker and hence promote communication, given that these documents often originate from the mother country. Elsewhere in this study, we have made proposals on how these documents could be exploited and we are setting out to establish whether the said documents could enhance speaking if used in the suggested manner or any other way. The Kenyan situation in the learning of French is even worse because French is not allocated as much learning time as other languages in the school time-table, and this makes the time allocated by individual teachers to the speaking skills even less, given that the teacher has insufficient time to tackle grammar and comprehension. In form three and four, which are the final classes, French is only allocated two hours of learning per week, as compared to almost three and a half hours given to English and Kiswahili which they actually started learning in primary school. There is always pressure on the teacher to complete the syllabus and so the learner leaves secondary school without being able to communicate effectively in French. By the time they leave school, French is still abstract and the school leavers who can afford it, have to sharpen their skills at the Alliance Française or elsewhere. This study purposes to examine the role of the authentic document in the teaching of French as a language and whether these documents could be of help in the acquisition of speaking skills and if possible make recommendations to the Ministry of Education.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.titleLa place des documents authentiques des dans la didactique de fle au Kenya: le cas des écoles secondaires de Kisumuen_US
dc.typeThesisen_US


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