Browsing by Author "Zannier-Wahengo, Aurelie"
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Item Global simulation: Fostering students pro-activism in the learning of French in Anglophone countries(University of Namibia, 2016) Zannier-Wahengo, AurelieLearning and teaching activities evolve together with the didactics research progress. In foreign language teaching, the communicative approach, developed in the 1970s, positioned learners at the epicentre of the learning-teaching process, exposing them to realistic and authentic communicative situations. New teaching activities and practices developed in order to answer the learner-centred approach needs, and simulation techniques found interest among many French foreign language experts. In the early 1980s, role-play activities were implemented in French foreign language classrooms and they became unavoidable activities in textbooks. They were eventually introduced as testing instruments in official certifications such as the French International Language Certificates DELF and DALF. The global simulation teaching technique, which appeared together with role-play, was more ambitious as it required learners to create and interact in a collective world of reference, in which they had to simulate fictional characters communicating with each other in a specific realist environment, and according to the on-going events and incidents occurring in this environment. In a global simulation, learners embark on a “realistic illusion” where they are actors as well as decision makers of the storyline. Unlike role-play, the global simulation teaching technique constitutes the core of the teaching content. This paper aims to define the Global Simulation process and its technicalities, and to analyse its potential pedagogical advantages and limitations. The paper will attempt to present origins and concepts of the Global Simulation in FFL to value its pedagogical advantages from teachers’ and learners’ points of view, and to underline the possible obstacles and/or limitations of this communicative tool.Item Global simulation: Fostering students' pro-activism in the learning of French in Anglophone countries(University of Namibia, 2016) Zannier-Wahengo, AurelieLearning and teaching activities evolve together with the didactics research progress. In foreign language teaching, the communicative approach, developed in the 1970s, positioned learners at the epicentre of the learning-teaching process, exposing them to realistic and authentic communicative situations. New teaching activities and practices developed in order to answer the learner-centred approach needs, and simulation techniques found interest among many French foreign language experts. In the early 1980s, role-play activities were implemented in French foreign language classrooms and they became unavoidable activities in textbooks. They were eventually introduced as testing instruments in official certifications such as the French International Language Certificates DELF and DALF. The global simulation teaching technique, which appeared together with role-play, was more ambitious as it required learners to create and interact in a collective world of reference, in which they had to simulate fictional characters communicating with each other in a specific realist environment, and according to the on-going events and incidents occurring in this environment. In a global simulation, learners embark on a “realistic illusion” where they are actors as well as decision makers of the storyline. Unlike role-play, the global simulation teaching technique constitutes the core of the teaching content. This paper aims to define the Global Simulation process and its technicalities, and to analyse its potential pedagogical advantages and limitations. The paper will attempt to present origins and concepts of the Global Simulation in FFL to value its pedagogical advantages from teachers’ and learners’ points of view, and to underline the possible obstacles and/or limitations of this communicative tool.Item Investigating students’ motivations to learn French Foreign Language at the University of Namibia(University of Namibia, 2017) Lumbu, Simon D.; Zannier-Wahengo, AurelieThis paper is based on a case study carried out to instigate the motivation in students studying French as a foreign language in a tertiary institution, in an Anglophone country. There is general consensus among applied linguists that all learning is stimulated by motivation. The type of motivation is a determining factor in a student’s performance. This study presented a first of its kind in a Namibian context. Using Gardner’s self-determination theory, the study sought to establish motivation patterns in students of French as a foreign language; to determine the attitudes of students towards the French language, culture and its speakers; and to determine students’ objectives of learning French. Using Gardner’s theory, the concurrent mixed methods approach, a questionnaire was administered to the participants. The study revealed that the French community enjoys a positive image among students. However, a lack of exposure to Francophone speakers outside the classroom was a demotivating factorItem Teachers' perspective on the Namibian portfolio for languages: Three years after implementation(University of Namibia, 2017) Zannier-Wahengo, AurelieThe Namibian Portfolio for Languages (NPL) was conceived in 2013 by five Namibian educators and dis-tributed to seven Namibian secondary schools to approximately 500 pupils learning French as a foreign language. Since its implementation, the impact of the NPL is researched both on pupils and teachers by the University of Namibia French section, in order to assess its learner-centered pretensions, its formative assessment capacity, and its support in self-assessment. This paper looks into teachers’ feedback on the NPL practicality in and outside the classroom environment after three years of implementation. Further-more, it aims at assessing NPL’s relevance as a tool to the benefit of self-assessment and formative assessment.