An investigation of the effectiveness of the application of the learner-centered approach in the french language teaching in ordinary level public secondary schools in Tanzania the case of Dar es Salaam region
| dc.contributor.author | Iddy, Salumu | |
| dc.date.accessioned | 2019-11-14T12:42:09Z | |
| dc.date.accessioned | 2020-01-07T15:01:29Z | |
| dc.date.available | 2019-11-14T12:42:09Z | |
| dc.date.available | 2020-01-07T15:01:29Z | |
| dc.date.issued | 2015 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF PC2068.T34I32) | en_US |
| dc.description.abstract | The central focus of this study was to investigate the effectiveness of the application of the learner-centered approach (LCA) in the French language teaching (FLT) in Ordinary Level (O-Level) public secondary schools in Tanzania which was adopted in 2005. Adopting qualitative and quantitative approaches, the study aimed at finding out the extent to which French language teachers in the said schools put into practice the LCA in the FLT. The study was conducted in Dar es Salaam region covering 4 schools. From the 4 sampled schools, a sample size of 44 respondents was drawn, out of which, 4 were French language teachers and 40 were French language learners. The data for this study were collected through questionnaire, classroom observation and documentary analysis methods and analysed with Statistical Package for Social Sciences (SPSS) version 16.0, Interpretative and Content Analysis methods. Being guided by constructivist and multiple intelligence theories, the study revealed that the teachers encountered transitional challenges such as insufficiency of instructional materials, overcrowded classes, and poor proficiency of French which seemed to be preventing them from effectively applying the LCA in the FLT. Besides, the study revealed that, although many teachers had been trained on the use of the LCA in the FLT, their theoretical as well as practical understanding regarding the approach was still questionable. As such, the study recommended to the Government to ensure sure that: the teachers are well trained on the approach; there are relevant and sufficient instructional materials available for both teachers and students; the teacher-student ratio is at least restricted to 1:40 and the teachers are incessantly exposed to Francophone community so that they improve their proficiency in French. | en_US |
| dc.identifier.citation | Iddy, S. (2015) An investigation of the effectiveness of the application of the learner-centered approach in the french language teaching in ordinary level public secondary schools in Tanzania the case of Dar es Salaam region, Master dissertation, University of Dar es Salaam, Dar es Salaam | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/1096 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | French language | en_US |
| dc.subject | Study and teaching ( secondary ) | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Dar es Salaam region | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | An investigation of the effectiveness of the application of the learner-centered approach in the french language teaching in ordinary level public secondary schools in Tanzania the case of Dar es Salaam region | en_US |
| dc.type | Thesis | en_US |