Unite De Français La Mise En Place De L’approche Actionnelle Dans La Classe De Fle Le Cas De L’institut D’hôtelierie Et De Tourisme (Ctti)
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Date
2019-01
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Addis Ababa University
Abstract
This research was conducted in one of the educational institute of Ethiopian namely Catering and Tourism Training Institute which is found in Addis Ababa. The purpose of the research is to assess the implementation of task based language teaching methodology in the departments of hotel and tourism.
French language is a fascinating language and the second international language in the world next to English. It has also been taught in different countries of the world. Moreover, French is used for several purposes in all over the world. Some of the purposes are as medium of educational instruction, medium of research and technology transfer, medium of communication in the business world and medium of political and diplomacy communication etc. Among the different purposes French has an immense role in educational sectors in all over the world. Thus, to sustain and widespread this purpose, it is essential to asses and choose a better methodology of teaching and learning of the French language so as learners learn and communicate well in French. Even though there are several methods of teaching and learning of French and several teachers who teaches French courses in CTTI, the expected learning outcomes are very low. This drives me to conduct a research to examine the methodology of teaching French particularly the task based teaching methodology in CTTI.
Today, the task-based approach is considered as a theoretical model recognized in the teaching / learning of the French as a foreign language (FLE). Language teachers and linguists consider it to be one of the most applied and effective approach to teach/learn in FLE. The main purpose of setting up the active language teaching/learning approach is to help students learn a language so that they can use it to communicate meaningfully in any language real life situation. This method assumes that learners of the language are able to communicate socially on a daily basis with native speakers or the ones who knows the language well. The task-based approach allows learners to consider language based on the communicative functions and its structures (vocabulary and grammar)as they perform it in real situations.
According to my own professional experience as a French teacher in the institute of catering and tourism the problems that I have been observed in the class that students are not willing to learn and participate in action-oriented activities in French class, makes me interested to undertake this study. Most of the students want to learn about the language rather than the language itself. They are more interested in grammar rules and vocabularies than communicative skills and tasks which help them to communicate in French in the real life situation. Moreover, at the end of the trainings of the institution students can neither speak, nor listen to, nor even understand and communicate in French although they have acquired all French language courses during their two years at the institute,
However, the implementation of the active approach of teaching / learning of language is truly a challenge for teachers as well as for learners of French as a Foreign Language (FLE) at CTTI.
A person capable of teaching French is not necessarily able to teach a language with the task-based approach. This requires at least mastering certain specific skills such as being able to perform a language needs analysis, to understand specific language programs and teaching materials, and to play a role of educational advisor.
The practice of the task-based approach in the teaching/learning process of the FLE requires training of the teachers and in particular, the course of instructional engineering to its didactic steps through seminars, on-site training, elaboration linguistic content, etc. But in Ethiopia, especially at CTTI, most teachers provide courses in the action-oriented approach without taking into account the differences between the two teaching/learning approaches. The majority of these teachers provide courses without knowing the pedagogical engineering of the action approach while relying solely on textbooks not always adapted to the specific realities of each particular field.
As a result, the expected sociolinguistic objectives are rarely achieved. Hotel and tourism students need to acquire both linguistic and practical knowledge that can be used in the context of their profession. They learn the language to apply it and act in the middle of social in a professional context. The challenge of implementing the task-based approach rests on certain aspects us we know the Ethiopian higher institute medium of instruction is English and public specialized language is also English. However, the importance of French for the hospitality industry is paramount; the public of CTTI must have a good communicative competence in French language from where the necessity of the task based approach to motivate the learners. So our main question of this research will as following. Do teachers The result of the study showed that there was a traditional teaching method still dominated in the classroom teaching since lack of training towards an action-oriented/task-based approach. As the teachers’ interview indicated, there was no implementation of the action-based approach in the classroom procedures. Teachers had low French language proficiency which helps them to facilitate the action-oriented approach activities. There was large class size which affects the group activities. Moreover, the document analysis indicated that the learning and teaching materials, curriculum/Occupational Standard/ were not designed based on the action-oriented/task-based approach. There was also insufficient time for the course and class contact.
This study consists of three chapters. The first chapter will outline the general context of CTTI. The second chapter will focus on the theoretical support and the third chapter will present the analysis of the data.
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educational institute of Ethiopian namely Catering