On Thursday, April 12, 2018, Grace Amarachukwu Obaigbona, a doctoral student in language sciences specializing in didactics and linguistics at the Langages, Littératures, Sociétés, Études Transfrontalières et Internationales (LLSETI) laboratory, will submit her thesis "L'intégration des multimédias (aspects pédagogiques, méthodologiques et technologiques) dans la didactique du FLE comme facteur de motivation chez les apprenants plurilingues de FLE au Nigeria".
The defense will take place at 9am, in building 13, room 13107 on the Jacob-Bellecombette campus.
Summary of the thesis
The integration of multimedia (pedagogical, methodological and technological aspects) in FLE didactics as a motivating factor among plurilingual FLE learners in Nigeria. In our research, we propose to study the use of multimedia as a motivating factor among plurilingual learners and in the teaching of French as a Foreign Language (FLE) in Nigeria, a developing country. One of the challenges facing foreign language teaching in Nigeria is the general linguistic situation of learners. With over 400 languages, Nigeria is known for its "extreme linguistic diversity" (Elugbe 1994:62). In teaching and learning French, teachers and students are confronted not only with this multilingual reality, but also with other negative factors such as the number of students per class, their heterogeneity and often their lack of motivation. We note that certain technologies have already been implemented in almost all Nigerian universities. In all ministries, governments require civil servants to acquire basic computer skills. There are cybercafés in every town, and now you can even surf at home. Hybrid teaching is a device that combines traditional classroom learning with computer-mediated learning (Graham, 2006:5). Language learning is a total social and cultural practice, all the more so when it incorporates new technologies that promote a wide variety of social interactions (Kern & Warschauer, 2000). If a communicative approach is desirable, then it is worth looking at the possibilities that hybrid learning offers for improving language teaching and learning in Nigeria. For the research methodology and data collection, we used a questionnaire that was sent to teachers and students of FLE in Nigeria to determine the different approaches and methods in the teaching and learning of French as a foreign language in Nigeria. In conclusion, this research presents the results of a study of Nigerian teachers' and learners' motivations for learning French, with or without recourse to hybrid devices. However, we cannot claim that the results we have obtained will be valid for the whole country (Nigeria). However, it is important to note that these results will facilitate the application of blended learning in the general system of teaching and learning French as a foreign language in the country.