Le transcodage comme strategie d'enseignement du Francais langue entrangere dans les ecoles secondaires au Kenya

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dc.contributor.authorNgugi, Mary Mwihaki,
dc.date.accessioned2015-04-14T08:22:22Z
dc.date.available2015-04-14T08:22:22Z
dc.date.issued1998
dc.descriptionDepartment of Foreign Languages, 109p. 1998en_US
dc.description.abstractDans cette recherche, il s'agit de la juxtaposition de parties de discours dans un enonce d'une langue differente - ou Ie transcodage, et cela dans Ie contexte de I' enseignement du francais langue etrangere dans les lycees publics kenyans. Elle a pour but de montrer les langues affectees, les classes dans lesqueIIes la pratique est repandue, Ie niveau de transcodage Ie plus frequent (inter- ou intra-phrase) ainsi que les situations dans lesquelles les enseignants se sentent obliger de passer par cette pratique. L'hypothesc est que les professeurs de francais langue etrangere (FLE) transcodent plus dans les , classes inferieures que dans les classes superieures uniquement dans Ie but d' assurer la comprehension chez les apprenants devant une situation ou le sens est bloque. Qu' en pensent les professeurs? Quelles sont les attitudes et les pratiques des apprenants eux-mernes vis a vis cette pratique? Quand les enseignants transcodent, risquent-ils d' entrainer inconsciemment les apprenants a transcoder et a la tin d' ernpecher la maitrise de la langue etrangere? Dans ce cas, quel serait I' equilibre entre ameliorer I' enseignement et a Ia fois ne pas empecher la maitrise de la langue, tout en se servant du transcodage? Autrement dit, comment peut-on adapter Ie transcodage a des fins utiles dans I'apprentissage du FLE? Nous nous sommes servie de 4 methodes pour collecter nos donnees: questionnaires (un pour les enseignants de FLE et un deuxierne pour Ies apprenants), I'enregistrement et la transcription des cours de FLE dans Ies classes de premiere et quatrieme annees des 4 eccles secondaires choisies, observation et interview. Apres I'analyse des donnees obtenues, nous avons pu conclure que Ies professeurs de FLE transcodent en c1asse; qu'ils transcodent plus en premiere qu' en quatrieme annee; et qu' ils transcodent plus au niveau des phrases (transcodage inter-phrase) qu'au niveau des mots (transcodage intra-phrase). D' ai IIeurs, nous avons pu observer qu' en gros, Ies professeurs se servent du transcodage pour donner des instructions, pour expliquer des points importants de grammaire parfois en comparant les structures des langues diffcrentes pour bien souligner une structure donnee. II Ya egalernent des cas de traduction. Le transcodage Ie plus frequent c ' est francais <> anglaen_US
dc.description.abstractThe juxtaposition of parts of speech of one language in a utterance made in another language - or code-switching, and this within the context of the teaching of French as a foreign language in Kenyan secondar):' schools is what this research is all about. It aims at showing the languages involved, the classes in which the practice is common, the level of code-switching that is more frequently used (interor intra-sentencial) as well as the situations in which teachers feel obliged to code-switch. The hypotheses are that teachers code-switch more in the lower than in the upper classes, solely with the intention of enhancing comprehension in a situation where they feel that the meaning is blocked. But what do teachers think of the phenomenon? Moreover, what are the attitude and practice of the learners themselves vis a vis this phenomenon? When teachers code-switch, is there a risk of unconsciously training the learners to code-switch and in the end inhibiting the learning of the foreign language? In this case, what would be the equilibrium between enhancing the teaching of the foreign language and in the same breath not hindering the mastering of the same? In other words, can code-switching be harnessed to improve the teaching and learning of French as a foreign language in Kenyan secondary schools? Data was collected using four methods: questionnaires (one for teachers and another one for learners), recording and subsequent transcription of French lessons in form 1 and 4 classes of the 4 selected schools, observation and interview. On analysing the data, we arrived at the conclusion that teachers of French do code-switch in class; they do so more with beginners than with advanced students; they code-switch more at sentence level (inter-sentential codeswitching) than at word level (intra-sentential code-switching). Moreover, we also observed that generally teachers code-switch to give instructions, to explain important grammar points, at times comparing French with other languages to elaborate a given structure, and to motivate the students by reinforcing their responses. Also found were instances involving translation. The most common switches were French <> English.
dc.description.abstractMagoti, A.
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12477
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleLe transcodage comme strategie d'enseignement du Francais langue entrangere dans les ecoles secondaires au Kenyaen_US
dc.typeThesisen_US
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