TASK-BASED LANGUAGE LEARNING AND TEACHING (ACTIONABLE PERSPECTIVE) OF FRENCH IN SECONDARY SCHOOLS IN KENYA
DOI:
https://doi.org/10.29121/granthaalayah.v9.i9.2021.4128Keywords:
Learning, Teaching, French, Schools, LanguageAbstract [English]
The nature and extent to which tasks are used in quality writing using the Task-Based Learning and Teaching(TBLT) is important in acquisition of French language. According to the Kenya National Examination Council (KNEC) reports, performance in quality writing in French is poor maybe because teachers of French may be using TBLT only in teaching. The purpose of this study was to assess the Task-Based Language Learning and Teaching (Actionable Perspective) of French in secondary schools in Kenya. The objective was to establish the nature and extent of TBLT use. The study was carried out in Nairobi City County where eight (8) secondary school teachers of French in Form three and one hundred and twenty-four (124) Form three students formed the study sample. A quasi-experimental research design was used. The data collection instruments were; teachers’ and learners’ questionnaires and a lesson observation guide. These instruments for data collection were refined through a pilot study. Data was analyzed qualitatively and quantitatively using descriptive statistics (means, ranks, frequencies, percentages, standard deviation). It was presented in frequency tables and bar charts. The findings were that TBLT was not only being used in teaching and learning but also in assessment and choice of learning resources. The study recommended use of TBLT alongside other methods, review of text books in line with TBLT, inclusion of TBLT in the syllabus at the teacher-training colleges/universities and mentorship programs in TBLT.
Downloads
References
Abdulbaki, K. (2018) The use of the Discussion method at University. Enhancement of Teaching and Learning. Muscat Oman. Retrieved from https://doi.org/10.5430/ijhe.v7n6p118 DOI: https://doi.org/10.5430/ijhe.v7n6p118
Adendorff, H. (2009) Task-Based Approach in acquisition of Afrikaans. Stellenbosch University. South Africa.
Altamirano (2018) Challenges of Implementing TBA in Argentina. Argentina.
Amadahe(2002) The importance of visual aids in teaching tasks in the English classroom. Cape Coast, Asante, K.O.
Ammon (1980) Task-Based Curriculum. Asia
Angriani, J. (2014) What is the role of program features?Journal of Policy,Practice and Research in Teacher Education. Vol 63 N.January/February 2012
Anjum, K. (2019) Fundamentals of Educational research methods. Cape Coast: university of Cape Coast Press.
Anol, B. (2012) Social Sciences Research: principles, methods and practices. University of South Florida
Arif & Kimberly (2016) Research in teaching and learning a second language. South Africa
Arthur, B. E. (2014) Effects of Problem-Solving Approach on Mathematics achievement of Diploma in Basic Education Distance Learners at University of Cape Coast, Ghana. Unpublished Ph.D thesis. Kenyatta University.
Barile, P. (2014) Use of audio-visual method in teaching writing. CLE International. Paris
Belchamber, R. (2010). The Advantages of Communicative Language Teaching. The Internet TESL Journal Archives. Retrieved from www.iteslj.org/Articles/Belchamber-CLT.html
Besse H. (1985) Méthodes et Pratiques des Manuels de Langue, Paris, Didier/Crédif, Coll. Essais p. 165.
Boakye, C. (2017). Challenges and solutions: The Experiences of Newly Qualified Science Teachers. SAGE journals. Retrieved from https://doi.org/10.1177/2158244017706710 DOI: https://doi.org/10.1177/2158244017706710
Brindley, S (2012): Discussion as a way of teaching. Tools and techniques for Democratic Classroom. 2nd edition. San Francisco: Jossey-Bass.
Bwire, A. M. (2007) Learner competencies and proficiency in English listening comprehension in selected secondary schools in Kenya. Ph. D Thesis
Cabral, S. W. (2009) Research Design. Qualitative, quantitative, and mixed methods approaches (3rd Ed.). Thousand Oaks, CA; SAGE Publications, Inc.
Carr & Pauwels (2006) Content and Formal Schemata in ESL reading. TESOL Quarterly, 21,461-481. Retrieved from https://doi.org/10.2307/3586498 DOI: https://doi.org/10.2307/3586498
Ceasar, A. (2018) Cognitive Task Analysis in Task-based Syllabus design for teaching of Kiswahili as a second language. Uganda.
Cashin, J. E. (2011) Listening Strategies of L2 learners with varied text tasks -TESL Canada Journal, 1-26
Clanfield, M. (2014) Practical use of TBA lesson plan in teaching grammar: Task-Based Approach. USA.
Clearinghouse, E. (1984). Training tutors for writing: Use of TBA in teaching writing skills. Urbana, Illinoise
Chokah,M,M. (2013) Training teachers of French in Kenya. International Journal of Education and Research. Volume 1 No. 9.
Connors, R. (1988) Frequency of Formal Errors in current college Writing - TESL Canada. Retrieved from https://doi.org/10.2307/357695 DOI: https://doi.org/10.2307/357695
Creswel, J. W. (2009) Research Design. Qualitative, quantitative, and mixed methods approaches (3rd Ed.). Thousand Oaks, CA; SAGE Publications, Inc.
Crooks, R. (2012) Activities in TBLT. Canada
Dewey, J. (2009) Democracy and Education: An introduction to the philosophy of education. New York. WLC Books
Divya, M. (2019) Compte rendu de l'expérience: l'élaboration d'un curriculum dans le cadre d'un dispositive autonomisant. Mémoire de Master 2, Lille 3
Dornyei & Clement (2001) Use of group-work in teaching. Canada
Ellis, R. (2003). Task-based Language Learning and Teaching. New York: Oxford.
Engestrom, Y (1999) Innovative Learning in work teams. Perspectives on Activity theory. Cambridge, Cambridge University Press.
Engestrom, Y. (1987) Learning by Expanding. Helsinki, Orienta-KonsultitOy.
Farahani, A. (2009) The effects of Task-Based Techniques, Gender and different levels of language proficieny on speaking development. University of Tehran
Farman (2018) Educational research: competencies for analysis and applications (9th ed). UpperSaddle River, New Jersey: Menrill Prentice Hall.
Gachathi (1976) Kenya Education Commission Report. National Government publication
Gardner (1996) Multiple intelligence. Paris, France
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Leonorah Lutiali, Dr. Adhelheid Bwire, Prof. Samson Ondigi
This work is licensed under a Creative Commons Attribution 4.0 International License.
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
