Abstract:
Various studies have shown that learners of French as a foreign language in Kenya
demonstrate a low level of oral proficiency, even after many years of exposure to the
language. Considering discourse markers (DMs) as a hallmark of fluent French
speakers, the general objective of the study was to investigate how oral French
communication is taught and learnt, with particular reference to DM use among
university learners of French in Kenya. The objectives of the study were as follows:
first, to analyze emergent DM form, frequency and function and their impact on oral
proficiency, secondly, to investigate how oral French is taught at public universities in
Kenya. The third objective was to examine how students learn oral French at public
universities in Kenya, and finally to assess pedagogical and learning implications of
DM use on foreign language teaching and learning, in relation to spoken discourse.
For this we administered different sets of questionnaires to students and teachers
respectively. The Rhetorical Structure and Relevance theories jointly offered a
framework for analysis and interpretation of emergent DMs, in terms of coherence and
relevance of speech, while the theories of teaching and learning were an instrumental
guide in possible practices for the domain of foreign language erudition and pedagogy.
Results on emergent DM form, frequency and function indicate preference for shorter,
less complicated, mostly conjunctive DM forms by the learners, both as phrasal
connectors and as cohesive devices. How DMs, if not appropriately used, can lead to
dysfluency rather than fluency in oral communication was also observed. Additionally,
we noticed the transference of L 1 and/or L 2 phonetic, phonological, morphological and
syntactic processes onto French forms employed by the foreign language learner.
Further findings reveal the use of pause and pausing patterns in conjunction with
various DM forms, and how they impact on smoothness of speech and therefore on oral
proficiency. On learning style in relation to teaching methodology, there was preference
for a hands-on approach, with the kinesthetic style standing out. This study therefore
contributes to an understanding of the role of DMs in oral proficiency, not only as
cohesive and coherence devices but also in the realization of how they carry pragmatic
meaning that helps the learner to maintain conversation amidst their challenges in
speaking French. Being an action research, the study recommends that problems in oral
communication among learners of French in Kenya can be controlled through
curriculum inclusion of pragmatic competence-oriented approaches, of which discourse
markers are a part.
