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

Table of Contents

Chapter 1

1.0 General Introduction

1.1. The main objective of the research

1.2 The Research Questions

1.3 The study sample

Chapter 2

2.0 Background

2.1 Assessment and Evaluation

2.2 Kenya Association of Teachers of French (KATF)

2.3 Regional French Language Centers

2.4 French Language presence in Kenya

2.5 Alliance Française

2.6 Schools Drama festival

2.7 French for specific purposes

Chapter 3

3.0 General analysis

3.1 The conceptual Framework

3.2 Kraschen’s Monitor Model

3.4 The Grounded Theory

Chapter 4

4.0 The results of the study

4.1 The course books- General overview

4.2 The role play content in Pierre et Seydou series

4.3 The role play content in the Parlons Français series

4.4 The role play content in the Entre Copains series

4.5 The National examination assessment

4.6 Schools Drama Festival –Plays interpreted in French

4.7 The results from the questionnaires

4.8 The aspect of language learning which learners enjoy most

4.9 How best should French as a foreign language be taught

4.10 How does one gain fluency and confidence in expressing oneself in a language

4.11 Interview and remarks from the teachers

Conclusion

5.0 Conclusion

5.1 recommendations

Objectives and Research Themes

This thesis examines the integration of role play as a teaching technique to enhance oral proficiency in French among secondary school students in Kenya. The research investigates how this method bridges the gap between latent language knowledge and active communicative competence, while addressing the specific challenges of a foreign language environment.

• Role play as a pedagogical tool for oral language development.
• Krashen’s Monitor Model and Grounded Theory in the context of foreign language acquisition.
• The effectiveness of role play in Kenyan secondary school course books and national assessments.
• Learner motivations, attitudes, and the role of confidence in acquiring oral fluency.

Excerpt from the Thesis

Summary of Chapters

Chapter 1: Provides the introduction to the research, outlining the objectives regarding the integration of role play into the Kenyan French language syllabus and identifying the research questions.

Chapter 2: Outlines the background of French language education in Kenya, including the influence of colonial history and the role of institutions like the Alliance Française and local Drama Festivals.

Chapter 3: Details the conceptual framework of the study, synthesising Krashen’s Monitor Model with Grounded Theory to explore language acquisition through role play.

Chapter 4: Presents the primary results of the research, analyzing the presence of role play in standard French course books and detailing the outcomes of questionnaires and teacher interviews.

Conclusion: Summarizes the findings, confirming that role play is a vital catalyst for oral acquisition and provides evidence-based recommendations for language instructors.

Keywords

Role play, oral skills, French as a foreign language, language acquisition, Kraschen’s Monitor Model, Grounded Theory, Kenyan secondary schools, language pedagogy, communication fluency, simulation, linguistic competence, learner motivation, oral output, classroom interaction, educational curriculum.

Frequently Asked Questions

What is the core focus of this research?

The research examines the implementation and effectiveness of role play as a teaching technique to foster oral proficiency in French among secondary school students in Kenya.

What are the primary themes of this study?

The central themes include the integration of simulation, the impact of communicative activities on student confidence, the evolution of French assessment methods in Kenya, and the application of theoretical language acquisition models in a practical classroom environment.

What is the primary objective of this work?

The goal is to provide an authoritative analysis of how role play can be used to motivate students to move beyond latent linguistic knowledge and achieve active communicative competence in a foreign language.

Which scientific methodologies are employed?

The study utilizes a qualitative-cum-textual approach, drawing on Grounded Theory and Krashen’s Monitor Model to interpret data collected through questionnaires, interviews, and content analysis of textbooks.

What is covered in the main section of the paper?

The main section covers an extensive overview of the history of French teaching in Kenya, an analysis of the role-play content within approved course books, and a detailed examination of teacher and student feedback regarding oral language development.

What defines the core keyword set for this thesis?

The keywords are centered on "Role play," "Oral skills," "Language acquisition," and "Kenyan secondary schools," reflecting the intersection of pedagogy, specific instructional techniques, and the local socio-educational context.

How does the author define the "silent phase" in language learning?

The author, referencing Krashen, describes the silent phase as an innate period during the early stages of acquisition where input is being collated and collected by the learner before they feel ready to initiate verbal expression.

What impact do the findings suggest for policy makers?

The findings advocate for the inclusion of formal oral assessment techniques, similar to those tested between 1995 and 2005, to ensure that oral skills are prioritized equally alongside reading, writing, and listening.

How does the "Schools Drama Festival" facilitate language learning?

The festival serves as a practical, high-stakes application of role play where students utilize scaffolded linguistic expressions and rehearsals to create and perform French plays, thereby enhancing their confidence and language mastery.