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dc.contributor.authorRugigana, Aimable
dc.date.accessioned2020-01-24T06:23:30Z
dc.date.available2020-01-24T06:23:30Z
dc.date.issued2018-12
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/20067
dc.descriptionMémoire Soumis En Vertu Des Exigences Pour L’attribution Du Diplôme De Maîtrise En Didactique Du Français Langue Trangère À L’école Des Sciences Humaines Et Sociales De L’université Kenyatta. Decembre, 2018en_US
dc.description.abstractThe main objective of this research was to present the current situation of the teaching of grammar of FFL in secondary schools of Kayonza district with a view to propose practices and approaches. In particular, this research was to achieve the following objectives: (1) To explore the practice of approaches to the teaching of French grammar in secondary schools in Kayonza district; (2) To determine challenges of teaching grammar in FFL classes in Kayonza district; (3) Suggest strategies for the teaching of FFL grammar in secondary schools in Kayonza district. The study adopted a cross-sectional survey research design. Qualitative and quantitative approaches were adopted to collect the data. A sample of 312 participants was used in this research. This includes 10 teachers of French and 302 pupils (2nd and 5th forms) from the six secondary schools in Kayonza district: FAWE Girls’ School, E.S. Rukara, G.S. Kayonza, G.S. Nyagahandagaza, and I.P.M., G.S. Muzizi. These schools were purposively selected for their contribution to variety of data in this research. The researcher conducted the study in this particular field since the interest and motivation to learn French, especially grammar, has significantly decreased during these eight years. I used three types of instruments: the questionnaire, semi-structured interview and non-participant observation. This research revealed that the majority of French teachers in Kayonza district still use the deductive approach. They often follow the steps of the inductive approach while the active approach of discovery is neither known nor used. The challenges of teaching grammar in FFL class in Kayonza district are due to the current situation of teaching French as a foreign language, which also prevails in other countries that teach French, its public and its integration in multilingualism, the integration of ICT into the teaching of FFL as well as the limits of the active approach of discovery. So as to improve the teaching of grammar in FFL classes, this research proposes to adopt strategies of cognitive learning, planning and resources management, affective strategies as well as metacognitive strategies. The conclusion is that the teachers of FFL of the district of Kayonza do not have adequate knowledge in the practice of the new approaches of the didactics of the grammar of FFL. It was recommended that it is necessary to train teachers in the inductive and active approach of discovery, to create a favourable environment for the teaching of learning strategies of French grammar. Key words: Teaching and learning FFL, Approaches, Learning strategiesen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleLes Démarches De La Didactique De La Grammaire Du Fle Dans Les Écoles Secondaires Du District De Kayonza, Au Rwandaen_US
dc.typeThesisen_US


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