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

Inhaltsverzeichnis (Table of Contents)

• Abstract
• Acknowledgements
• List of figures
• List of tables
• List of abbreviations and acronyms
• 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
• Bibliography
• Websites
• Annex 1 - 7

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This thesis examines the role of role play in developing oral skills in French as a foreign language in Kenyan secondary schools. It investigates how role play can be used as a strategy to enhance the development of speaking skills in French for learners who have chosen to study the language. The research is guided by Stephen Kraschen's Monitor Model and Grounded theory, focusing specifically on Kraschen's comprehension input theory.

• The role of role play in developing oral skills in French as a foreign language
• The effectiveness of role play as a strategy to enhance speaking skills
• The application of Kraschen's Monitor Model and Grounded theory to the study of language acquisition
• The importance of comprehension input in language learning
• The relationship between oral skills development and other language skills such as reading, listening, and writing

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter 1 provides a general introduction to the research, outlining the main objective, research questions, and study sample. Chapter 2 delves into the background of French language teaching in Kenya, examining various aspects like assessment and evaluation, the role of the Kenya Association of Teachers of French (KATF), regional French language centers, the Alliance Française, school drama festivals, and the presence of French for specific purposes.

Chapter 3 presents a general analysis of the study's conceptual framework, focusing on Kraschen's Monitor Model and the Grounded Theory. Chapter 4 presents the results of the study, analyzing the role play content in various French course books, the National examination assessment, and data gathered through questionnaires and interviews. This chapter also explores the aspect of language learning that learners enjoy most and how to best teach French as a foreign language.

Schlüsselwörter (Keywords)

The primary keywords of this research include role play, oral skills development, French as a foreign language, Kenya, Stephen Kraschen's Monitor Model, Grounded Theory, comprehension input, language acquisition, and language education.