The role play component in language learning as integrated in learning oral skills in French as a foreign language in Kenyan secondary schools

Aug 2013 · GRIN Verlag

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About this ebook

Doctoral Thesis / Dissertation from the year 2013 in the subject Didactics for the subject French - Pedagogy, Literature Studies, ( Atlantic International University ), course: Role play and language learning, language: English, abstract: This thesis focuses on role play and the development of oral skills in French as a foreign language in Kenya. Ideally as I have observed in this write-up, role play is a low input high output process. The development of speaking skills in French are well enhanced using role-play as a strategy-cum-technique to facilitate the French oral skills to Kenyan learners who have opted to study French as a foreign language. The conceptual Framework which I have opted to use in this particular academic write-up is Stephen Kraschen’s Monitor Model and the Grounded theory. I have made a deliberate and elaborate focus on Kraschen’s comprehension input theory. For one to speak s(he) has to get some snippets or basic aspects of the language being learnt. My research findings have established that the urge to speak a language being introduced for the first time to the learner, the eagerness and motivation is always there right at the immediate and initial encounter with the language. With the well trained instructor or teacher the oral skills will develop well in tandem with the reading, listening and writing skills. The grounded theory which I have grafted together with Kraschen’s Monitor Model on language acquisition is well buttressed in social research. Role play is social research on a linguistic perspective. The numerous authorities I have quoted in this academic presentation attest that role play and language learning is an ongoing study and my research findings and display of data is a contribution towards how oral skills in language learning are acquired by using role play as a technique. The restricted focus in my case is on French as a foreign language within the Kenyan context. My findings and recommendations corroborate with the other researchers who have done extensive research on language learning and acquisition. The speaking skill is pre-dominantly the most appreciated skill among the four classical language skills. Language educationists, linguists and other social researchers who focus their biased research on language and its varied dynamics in our varied human societies, have observed that the oral skills should be nurtured and developed side by side with the other language skills. French as a foreign language in Kenya is no exception. [...]

About the author

Odhiambo James Oduke, holds a Diploma in Education (French, English, Siriba Teachers’ College, Currently Maseno University(Kenya), BA in Language sciences majoring in French as a foreign language. MA in French as a foreign language. Masters 2 (Maîtrise 2) majoring in general linguistics, language research and Francophone studies. The three degrees are from l’université de Rouen- France.His doctoral dissertation focuses on Role play and foreign language learning. He has taught French and English at Lwak Girls (1988- 2005), Booker Academy (2006-2010) in Kenya. Since 2010 to date he is a lecturer at Maseno University in the Department of French and other Foreign languages. He also teaches performing arts in the Department of Music and Theatre Studies. He has also co-authored course books for teaching of French in Kenyan secondary schools. The notable ones being ‘Parlons Français’ series published by Kenya Institute of Education, ‘Entre Copains’ series, ‘K.C.S.E Peak Revision - French’ published by East African Educational Publishers. He is a national adjudicator and facilitator of performing arts and elocution in the schools Drama Festival and Music festival in Kenya. He is an alumnus of Salzburg International Seminar- Austria (session 366 Urban Youth).

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