Browsing by Author "Iddy, S."
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Item Competence in French connected speech: A study on Tanzanian pre-service secondary school French teachers(International Research Journals, 2017) Chiwanga, F. E.; Iddy, S.This paper discusses the competence of Tanzanian pre-service French teachers in connected speech. The study particularly aimed at measuring the extent to which they are capable of comprehending the message through the stream of words from French native speakers and producing a text naturally with liaison and enchaînement. The study was conducted at the University of Dar es Salaam covering 46% of 2014/2015 academic year B.A. Education finalists who were randomly selected. Data were collected through watching a video-clip, and oral discourse test (ODT). As for the analysis, interpretive content analysis was used with the aid of tables. The results show that the subjects scored excellently at 17% in both liaison and enchaînement but had more challenges in enchaînement than in liaison as the scores in the production of liaison ranged from 60% to 77% while that of enchaînement ranged from 53% to 73%. However, the comprehension of native speakers’ conversation was excellent at 33% implying that the subjects were better at understanding than producing the aspects of the French connected speech. The inability of the subjects to comprehend and produce precisely the said features was caused mainly by the influence of the learner’s Bantu L1 and L2 which are deprived of the liaison and enchaînement, lack of enough oral exercises, contact with native French users and poor learning environment. The study recommends that all the factors should be dealt with severely through communicative approach which is the best in the today’s modern teaching-learning process.Item Is the learner-centred approach indeed adopted in the teaching-learning of French in O-level state secondary schools in Dar es Salaam, Tanzania?(International Research Journals, 2017) Iddy, S.; Chiwanga, F. E.This paper addresses the application of the learner-centred approach (LCA) in the French language teaching (FLT) in O-level state secondary schools. The study aimed at finding out the extent to which French language teachers put into practice the LCA which was adopted in 2005 in the FLT. Particularly, the study envisioned ascertaining teaching techniques that teachers use in the FLT, the roles the teachers play in the FLT, and how the teachers organise learning tasks in the FLT. The study was conducted in Dar es Salaam region from March to May 2014 covering 50% of state O-level secondary schools found in Ilala district. Data were collected through questionnaires, classroom observation and documentary methods, and interpretive content analysis was used with the aid of the Statistical Package for Social Sciences (SPSS). Guided by constructivist and multiple intelligence theories, this study found that the teachers largely used the teacher centred approach (TCA) as they encountered transitional challenges such as insufficient instructional materials, overcrowded classes, and poor proficiency of French which seemed to prevent them from effectively applying the LCA. Besides, it was found that, although many teachers had received training in the LCA, their actual understanding of the approach was questionable. The study recommends that the government should ensure effective training to its teachers; availability of relevant instructional materials and language laboratories, the teacher-student ratio should be restricted to 1:40, and the teachers and learners should be exposed to the Francophone community for proficiency in French.