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L'Usage de Ressources Technologiques dans l'apprentissage du Francais au Ghana.

Record Type:	Electronic resources : Monograph/item
Title/Author:	L'Usage de Ressources Technologiques dans l'apprentissage du Francais au Ghana./
Author:	Fianoo-Vidza, Etornam.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	124 p.
Notes:	Source: Masters Abstracts International, Volume: 81-04.
Contained By:	Masters Abstracts International81-04.
Subject:	Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13884085
ISBN:	9781085771825

L'Usage de Ressources Technologiques dans l'apprentissage du Francais au Ghana.
Fianoo-Vidza, Etornam.

L'Usage de Ressources Technologiques dans l'apprentissage du Francais au Ghana. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 124 p.

Source: Masters Abstracts International, Volume: 81-04.

Thesis (M.A.)--The University of Arizona, 2019.

This item must not be sold to any third party vendors.

Given technological advancements, studies (Knisely 2018 ; Pun, 2013 ; Mitchell, 2012 ; Clark & Gruba, 2010, Cetto, 2008 ; Furstenberg et al., 2001) show the great potential of technological resources in the optimization of the language-learning experience. This said, this project attempts to find out whether technological resources are exploited and optimized in tertiary institutions for the learning of French in Ghana. In the Ghanaian context, French is an important foreign language due to its membership in the Economic Community of West African States (ECOWAS, a community dominated by francophone countries) and the fact that its neighboring countries are all francophone. Owing to this, French is a subject taught at almost all the levels of education in the country, although it is compulsory only at certain levels. However, some factors hinder the teaching and learning of French in Ghana. Considering the status of French and the factors that militates against its teaching and learning, our first aim is to find out whether French learners are aware of the technological resources that are available for enhancing their language learning. Secondly, we would like to find out what kind of technological resources they use, how they use them and finally, whether courses are structured to integrate technology.In order to get answers to these crucial questions, French students from all levels in the University of Ghana, Kwame Nkrumah University of Science and Technology and Ghana Institute of Languages were asked to take an online survey. The thirty-two questions asked on the survey are related to materials used for French instruction in their institution, the kind of technological devices they own, their awareness and use of technological resources for French learning as well as the type of resources they would want their lecturers to include in the teaching of French.The result of our study shows that Ghanaian students who are aware of technological resources constitute the majority (N = 146, 73.36%) of students. The results also show that students use their Smartphones (N = 186, 77.17%) and the internet (N = 193, 93.24%) in their learning of French. Furthermore, the results show that they use these resources in fun ways such as listening to French music, listening to French audios, watching French films. Finally, the results indicate that lecturers integrate technological resources with audiovisuals (N = 190, 65.51%) being the most used and the internet (N = 103, 35.51%). being relatively less used.Based on the results of this survey and acknowledging that the restructuring of French programs could be a gradual process, we suggest that lecturers should integrate different technological resources in a coherent way in their teaching in order to make French teaching interesting, fun, attractive, varied and efficient for Ghanaian learners.

ISBN: 9781085771825Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Foreign language learning

L'Usage de Ressources Technologiques dans l'apprentissage du Francais au Ghana.
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500 $a Source: Masters Abstracts International, Volume: 81-04.
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520 $a Given technological advancements, studies (Knisely 2018 ; Pun, 2013 ; Mitchell, 2012 ; Clark & Gruba, 2010, Cetto, 2008 ; Furstenberg et al., 2001) show the great potential of technological resources in the optimization of the language-learning experience. This said, this project attempts to find out whether technological resources are exploited and optimized in tertiary institutions for the learning of French in Ghana. In the Ghanaian context, French is an important foreign language due to its membership in the Economic Community of West African States (ECOWAS, a community dominated by francophone countries) and the fact that its neighboring countries are all francophone. Owing to this, French is a subject taught at almost all the levels of education in the country, although it is compulsory only at certain levels. However, some factors hinder the teaching and learning of French in Ghana. Considering the status of French and the factors that militates against its teaching and learning, our first aim is to find out whether French learners are aware of the technological resources that are available for enhancing their language learning. Secondly, we would like to find out what kind of technological resources they use, how they use them and finally, whether courses are structured to integrate technology.In order to get answers to these crucial questions, French students from all levels in the University of Ghana, Kwame Nkrumah University of Science and Technology and Ghana Institute of Languages were asked to take an online survey. The thirty-two questions asked on the survey are related to materials used for French instruction in their institution, the kind of technological devices they own, their awareness and use of technological resources for French learning as well as the type of resources they would want their lecturers to include in the teaching of French.The result of our study shows that Ghanaian students who are aware of technological resources constitute the majority (N = 146, 73.36%) of students. The results also show that students use their Smartphones (N = 186, 77.17%) and the internet (N = 193, 93.24%) in their learning of French. Furthermore, the results show that they use these resources in fun ways such as listening to French music, listening to French audios, watching French films. Finally, the results indicate that lecturers integrate technological resources with audiovisuals (N = 190, 65.51%) being the most used and the internet (N = 103, 35.51%). being relatively less used.Based on the results of this survey and acknowledging that the restructuring of French programs could be a gradual process, we suggest that lecturers should integrate different technological resources in a coherent way in their teaching in order to make French teaching interesting, fun, attractive, varied and efficient for Ghanaian learners.
520 $a Etant donne les avancements technologiques, des etudes (Knisely 2018 ; Pun, 2013 ; Mitchell, 2012 ; Clark & Gruba, 2010, Cetto, 2008 ; Furstenberg et al., 2001) montrent l'immense potentiel des ressources technologiques dans l'optimisation de l'experience de l'apprentissage de langues. Ceci dit, la presente etude vise a examiner si des ressources technologiques sont exploitees et optimisees dans des institutions tertiaires pour l'apprentissage du francais au Ghana.Le francais est une langue etrangere importante au Ghana etant donne son integration regionale au sein de la Communaute Economique des Etats de l'Afrique de l'Ouest (CEDEAO), communaute dominee par des pays francophones. En plus, ses pays limitrophes sont tous des pays francophones. Compte tenu de cela, le francais est une matiere enseignee a tous les niveaux d'education dans le pays bien que l'enseignement de la langue soit obligatoire a certains niveaux et facultatif a d'autres. Toutefois, il y a des entraves qui freinent l'enseignement-apprentissage du FLE (Francais Langues Etrangere) au Ghana. A cet egard, le but de cette etude est de savoir si les apprenants de francais sont au courant des ressources technologiques qui leur sont disponibles pour faciliter leur apprentissage, s'ils utilisent des ressources technologiques, les facons dont ils les utilisent et finalement, si les professeurs integrent les ressources technologiques.Pour repondre a ces questions, l'enquete en ligne a ete menee aupres des apprenants du francais de tous les niveaux dans l'Universite du Ghana (UG), Kwame Nkrumah University of Science and Technology (KNUST) et Ghana Institute of Languages (GIL). Les trente-deux questions de l'enquete se basent sur les elements suivants : les ressources utilisees pour l'enseignement du francais dans ces institutions, les appareils technologiques que possedent les apprenants, la conscience et l'utilisation des ressources technologiques aussi que le genre de ressources que les apprenants aimeraient voir integrees dans l'enseignement du francais.Notre etude suggere que les etudiants ghaneens qui sont au courant de ressources technologiques constituent la majorite d'etudiants (N = 146, 73,36%). Les resultats ont aussi revele que les etudiants utilisent leur Smartphone (N = 186, 77,17%) et Internet (N = 193, 93,24%) dans leur apprentissage du francais. De plus, les resultats nous informent qu'ils utilisent ces ressources de manieres divertissantes - pour ne nommer que quelques-unes, ecouter de la musique francaise, ecouter des ressources audio en francais, regarder des films. Finalement, les resultats ont suggere que les professeurs integrent des ressources technologiques, le plus utilise etant les audiovisuels (N = 190, 65,51%) et relativement peu utilise etant les ressources en ligne (N = 103, 35,51%).A la fin de cette etude, reconnaissant que la restructuration des programmes de francais pourrait etre un processus graduel, nous suggerons aux professeurs de francais d'integrer de facon coherente, de diverses ressources technologiques dans leur enseignement afin de rendre l'enseignement du francais interessant, amusant, attirant, varie et efficace pour les apprenants ghaneens.
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