LEADER 03933nam 2200565 450 001 9910787704703321 005 20230803195358.0 010 $a3-95489-667-2 035 $a(CKB)2670000000534343 035 $a(EBL)1640335 035 $a(SSID)ssj0001216448 035 $a(PQKBManifestationID)11728721 035 $a(PQKBTitleCode)TC0001216448 035 $a(PQKBWorkID)11189388 035 $a(PQKB)11020393 035 $a(MiAaPQ)EBC1640335 035 $a(Au-PeEL)EBL1640335 035 $a(CaPaEBR)ebr10856476 035 $a(OCoLC)871779880 035 $a(EXLCZ)992670000000534343 100 $a20140414h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLearning french oral skills using role play as a learning strategy $ethe kenyan experience /$fOdhiambo Oduke 210 1$aHamburg, Germany :$cAnchor Academic Publishing,$d2014. 210 4$dİ2014 215 $a1 online resource (87 p.) 300 $aDescription based upon print version of record. 311 $a3-95489-167-0 320 $aIncludes bibliographical references. 327 $aLearning French oral skills using role play as a learning strategy; ABSTRACT; TABLE OF CONTENTS; LIST OF FIGURES; LIST OF TABLES; LIST OF ABBREVIATIONS AND ACRONYMS; CHAPTER 1; 1.0 GENERAL INTRODUCTION; 1.1 THE MAIN OBJECTIVE OF THE INVESTIGATION; 1.2 SOME ASPECTS OF THE INQUIRY; 1.3 THE POPULATION SAMPLE; CHAPTER 2; 2.0 BACKGROUND; 2.1 ASSESSMENT AND EVALUATION; 2.2 THE KENYA ASSOCIATION OF TEACHERS OF FRENCH(KATF); 2.3 REGIONAL FRENCH LANGUAGE CENTRES; 2.4 FRENCH LANGUAGE PRESENCE IN KENYA; 2.5 ALLIANCE FRANC?AISE; 2.6 SCHOOLS DRAMA FESTIVAL; 2.7 FRENCH FOR SPECIFIC PURPOSES; CHAPTER 3 327 $a3.0 GENERAL ANALYSIS 3.1 THE CONCEPTUAL FRAMEWORK; 3.2 KRASCHEN'S MONITOR MODEL; 3.3 THE GROUNDED THEORY; CHAPTER 4; 4.1 THE FRENCH COURSE BOOKS - GENERAL OVERVIEW; 4.2 THE ROLE PLAY CONTENT IN PIERRE ET SEYDOU SERIES; 4.3 THE ROLE PLAY CONTENT IN THE PARLONS FRANC?AIS SERIES; 4.4 THE ROLE PLAY CONTENT IN THE ENTRE COPAINS SERIES; 4.5 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 ? 327 $a4.10 HOW DOES ONE GAIN FLUENCY AND CONFIDENCE IN EXPRESSING ONESELF IN A LANGUAGE?4.11 INTERVIEW AND REMARKS FROM THE TEACHERS; 5.0 CONCLUSION; 5.1 RECOMMENDATIONS; BIBLIOGRAPHY; ANNEX 1; ANNEX 2; ANNEX 3 - THE DESIGNED QUESTIONNAIRE FOR THE RESEARCH ON ROLE PLAY; ANNEX 4 - A SAMPLE OF FILLED UP OPEN ENDED INQUIRY; ANNEX 5 - A SAMPLE OF FILLED UP OPEN INQUIRY 330 $aRole play and foreign language learning helps the learners to develop speaking skills within defined social contexts. Languages are always spoken within certain defined spacio-social context. The learning of French as a foreign language in Kenya takes cognizance that oral skills are important to facilitate competent communication in any given language. The Kenyan reality of learning oral French skills within a learning set-up in Kenyan secondary schools is well presented in this text. The salient challenges are also highlighted since language learning is normally not a smooth sail for the lear 606 $aFrench language$xStudy and teaching (Higher)$xForeign speakers 606 $aFrench literature$xStudy and teaching (Higher) 615 0$aFrench language$xStudy and teaching (Higher)$xForeign speakers. 615 0$aFrench literature$xStudy and teaching (Higher) 676 $a448.00711 700 $aOduke$b Odhiambo$01476331 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787704703321 996 $aLearning french oral skills using role play as a learning strategy$93690907 997 $aUNINA