A Couverture AFTER

UNIVERISTE D’ANTANANARIVO DEPARTEMENT DE FORMATION INITIAL LITERAIRE CENTRE D’ETUDE ET DE RECHERCHE EN LANGUE ET LETTRES ANGLAISES Using Snakes And Ladders Board Games With Dice to Teach Wishes and Regrets to Malagasy Students C.A.P.E.N. Dissertation Presented by TOMARIELSON Christian Espérant Advisor: RANDRIAMAMPIONONA Christiane ACADEMIC YEAR: 2014-2015 12 January 2016 Acknowledgments We would like to express our deepest gratitude to God for His guidance and everything He has done to me. First of all, we are extremely grateful to Mrs RANDRIAMAMPIONONA Christiane, our Dissertation Advisor for her invaluable kindness, patience, directives, encouragement, and keen editorial eye before the printing of the work. Our warmest thanks must equally go to Mr MANORO Regis and Mrs RAMINOARIVONY Mirany whose helpful comments and suggestions have helped us in the completion and the official presentation of our work. We would like to express our sincere acknowledgments to all teachers at the CER Langue et Lettres Anglaises, and we equally thank all those who contributed, in one way or another, to the elaboration of the present work. Last but by no means least, we wish to express our sincere gratitude to my wife, my children, and our friends who have supported us through their prayers, care, and encouragements. I TABLE OF CONTENTS GENERAL INTRODUCTION 0.1. Rationale and objective of the study 0.2.Scope and limitations 0.3. Structure of the work Part 1: THEORETICAL CONSIDERATIONS 1.1. On conditionals 1.1.1. Definitions of conditional construction……………………………………….........1 1.1.2. Likely conditionals……………………………………………………………........2 1.1.3. Unlikely conditionals…………………………………………………………........2 1.1.4. Representation of the two main categories of conditionals forms…………........3 1.2. The four main conditional forms 1.2.1. Form 1: Type 0 [Zero conditional]……………………………………………........4 1.2.2. Form 2: Conditional Type one………………………………………………….......4 1.2.3. Form 3: Conditional Type two………………………………………………….......5 1.2.4. Form 4: Conditional Type three……………………………………………….........6 1.3. Tenses in unlikely conditionals 1.3.1. The past subjunctive and unreal past………………………………………..........7 1.3.2. The conditional present…………………………………………………................8 1.3.3. The condition perfect…………………………………………………………........9 1.3.4. Time versus tense in conditional type two and type three………………….........9 1.4. Wishes and regrets expressed in unlikely conditionals 1.4.1. The verb to ‘wish’ and wish-clause…………………………………………........10 1.4.2. Wish-clauses expressing wishes about the present situation…………………...10 1.4.3. Wish-clauses expressing regrets about the past situation…………………….....11 1.4.4. If-clauses expressing wishes and regrets…………………………………….......11 1.5. On grammar 1.5.1. The Audio-lingual Method……………………………………………………......12 1.5.2. The Communicative approach……………………………………………...........12 II 1.6. On games 1.6.1. Theories on games…………………………………………………………..........13 1.6.2. Types of games……………………………………………………………….......14 1.6.3 . Reasons for using games in language class …………………………………........... 16 1.6.4. The relevance of psychology in games………………………………………......16 1.7. On dice board games 1.7.1. Dice ………………………………………………………………………….........17 1.7.2. Definition and reasons for the choice of board games…...………………….....17 1.7.3. Activities in board games………………………………………………………….18 1.7.4. The classic dice games ……………………………………………………………19 1.8. Snakes and ladders board games 1.8.1. Origin of snakes and ladders board games………………………………….......20 1.8.2. The original game Rules………………………………………………………......20 1.8.3. Pedagogical implications……………………………………………………….....21 1.8.4. The psycho-linguistics implication of the adapted board game……………......22 1.9. The stages in the teaching if-clauses to express wishes and regrets 1.9.1. Presentation stage when teaching wishes and regrets…………………………..................23 1.9.2. Practice stage when dealing with wishes and regrets………………………........23 1.9.3. Production stage in the teaching of wishes and regrets …………………….......27 1.9.4. The teachers’ roles during the games………………………………………........28 1.10. Using board games to teach ‘WISHES and REGRETS’ 1.10.1. Suggested board games using dices to teach wishes and regrets ……………......26 1.10.2. Adaptation of the rules of the game……………………………………….........26 1.10.3. The advantages of using board games to teach wishes and regrets. ………........27 1.10.4. Where to find board games ……………………………………………............29 CONCLUSION TO PART ONE............................................................................................29 III PART 2: THE CURRENT TEACHING OF ‘WISHES AND REGRETS’ IN MADAGASCAR 2-1 Methods for data collection 2.1.1 Investigations through questionnaire……………………….…………….......31 2.1.1.1Presentation of the a questionnaire……………………………………….31 2.1.1.2 Dispatching and collecting of the questionnaires……………………….31 2.1.1.3 Questionnaire dispatching table…………………………………………32 2.2. Analysis and comments of the official syllabus in the Malagasy lycées regarding the teaching of conditional types …………………………………………………...45 2.2.1 Contents and comments of the ‘Classe de Seconde’ syllabus: regarding the teaching of wishes and regrets…………………………46 2.2.2 Contents and comments on the ‘Classe de Première’ syllabus…...............46 2.2.3 Contents and comments on the ‘Classe de Terminales’ syllabus……...46 2.2.4 General comments on the official syllabus concerning the stages of implementation of the conditional types, regarding the teaching of ‘wishes and regrets’……..........................................................................................................46 2.3 Cases Study: Class Observations 2.3.1 Presentation of the class………………………………………………….47 2.3.1.1 Class observation N°1…………………………………………………..44 2.3.1.2. Class observation N°2……………………………………………........50 2.3.1.3. Class observation N°3…………………………………………….……51 2.3.1.4. Class observation N°4………………………………………….………53 2.3.1.5. Class observation N°5……………………………………………….…55 2.3.1.6. Class observation N°6………………………………………………….57 2.3.1.7. Class observation N°7……………………………………………….....58 CONCLUSION TO PART TWO……………………………………………...59 PART 3: EXPERIMENTATIONS AND RECOMMENDATIONS 3.1 Initial implemented lesson plans 3.1.1. Presentation of the initial implemented but non-corrected lesson plan………...........................................................................................................62 IV 3.1.2. Overall view on the initial implemented lesson plan…………………….70 3.1.3. Comments and feedback on the experienced lesson plan……...………..70 3.2 The initial amended lesson plan 3.2.1. Overall view on the initial amended lesson plan………………;;……….80 3.2.2. Comments lesson plan 2…………………………………………………..81 3.2.3. Adaptation of the corrected initial implemented lesson plan to the use of a snakes and ladders board game……………………………………;;………….77 3.3 Experimentation of the initial amended lesson plan integrated with a board game 3.3.1. Experimentation 1………………………………………………...............83 3.3.2. Experimentation 2………………………………………...……………....84 3.3.3. Experimentation 3…………………………………………………….......85 3.3.4. Experimentation 4…………………………………………………….......86 3.3.5. Experimentation 5…….………………………………………..................86 3.4 RECOMMENDATIONS 3.4.1. Difficulties and solutions in the teaching of ‘wishes and regrets’……………..87 3.4.1.1. Suggestions for teaching conditionals ………………………………….88 3.4.1.2. Suggested snakes and ladders board games……………………………..89 3.4.1.3. Sample board games ……………………………………………….......86 CONCLUSION TO PART THREE…………………………………………..…...93 GENERAL CONCLUSION…………………………………………………………………....95 Appendices Appendix 1: Questionnaire…………………………………………………………………..……I Appendix 2: Types of board games ……………………………...………………………..……..II Appendix 3: Questionnaire dispatching………………………………..…………………..…….IV Appendix 4: Observation 1 …………………………………………………………………........V Appendix 5: Observation 2………………………………………………………………….…...VI Appendix 6: Observation 3……………………………………………….……………………...IX Appendix 7: Observation 4………………………………………………….…………..……….XI Appendix 8: Observation 5…………………………………………………………………….XIII Appendix 9: Some board games………………………………………………………...….…..XV LIST OF FIGURES Figure 1: Teacher’s degrees and qualification….………………………………………………………………….36 Figure 2: Conditional types………………………………………………………………………………………………….37 Figure 3: Form, use, meaning………………………………………………………………………………………………38 Figure 4: Teaching of wishes and regrets……………………………………………………………………………..39 Figure 5: Statistics on which level wishes and regrets is taught…………………………………………...40 Figure 6: When to teach wishes and regrets…………………………………………………………………………41 Figure 7: Reasons for teaching wishes and regrets……………………………………………………………….42 Figure 8: Percentage of the teachers who use grammar games……………………………………………43 Figure 9: Reasons for not using games in classrooms…………………………………………………………… 44 Figure 10: Reasons for using games in classroom………………………………………………………………….45 Figure 11: Techniques used for teaching wishes and regrets…………………………………………………46 Figure 12: Students’ performance within teacher’s common techniques of teaching wishes and regrets…………………………………………………………………………………………………………………………………..46 Figure 13: Common mistakes among the students regarding the learning of wishes and regrets ………………………………………………………………………………………………………………………………….…………..47 Figure 14: Interest in board games in teaching wishes and regrets………………………………………………………………………….………………………………………………………..48 GENERAL INTRODUCTION 0.1.Rationale and objective of the study Our study will include the teaching of conditionals, notably Type 2 and 3 and

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