In Honour of Versalite Linguistics and Languages Professor: Vince Onyema Okeke)

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In Honour of Versalite Linguistics and Languages Professor: Vince Onyema Okeke) ISSN 2536-6300 OCTOBER SPECIAL EDITION 2017 JOLLLS VOLUME 1 NO. 2 INTERNATIONAL JOURNAL OF ARTS, LANGUAGES, LINGUISTICS AND LITERARY STUDIES THE MAN MAKES THE WORKS THAT MAKE THE MAN (IN HONOUR OF VERSALITE LINGUISTICS AND LANGUAGES PROFESSOR: VINCE ONYEMA OKEKE) VALEN EMEKA OBINNA Director, Research and Linkages, Imo State University, Owerri. When we look at a man carefully, we sometimes tend to see beyond what we see. If we look at the face, we might see beauty or ugliness. Both are right, and possibly wrong. Six blind men went to ‘see’ an elephant, and each saw in blindness… Every man possesses ‘beauty’ if we take time to discover it, if it is ugliness we behold, we find it in the same beauty. It is like the story of Africans and masquerades: ugly in their physical carving, full of ghostly/ghastly awe and an exaggerated aura of fierceness; beautiful in artistic perception and intentions (Vide: Obinna ‘Mirror in the mask). As the masquerade masks, covering a face and hiding the identity of the human carrier, it mirrors a new face of career, more spiritual and psycho-social than physical; a masquerade being a symbolism of our culture. Even when we know who is behind the mask/masquerade, we tremble and give way to the passage of ‘Umu Nmuo’. Women, especially and children are often asked to keep off and away as the show of masquerades reigns. It is difficult to decide whether it was a human being or a spirit that flogged or killed when a masquerade acts or is at work. Professor Vince Onyema Okeke is this beautiful masquerade with many faces; he may well be ugly to some, but his beauty lies in his versatility. If he has climbed the rungs to the pinnacle of French Language and Linguistics, he happens to be well vested in Science and Arts colouration. He has attempted so many things in life and experience has only left him a comb for his grey baldness. Professor Okeke has gone through Chemistry and Mathematics to develop a linguistic variety that is both chemical and mathematical. From Nigeria to France, he has left a trail of language embroidens moving from Igbo to English to French and to Spanish. He has swum in the ocean of physical socio-linguistic interaction with Arab, Greek, Chinese, Italian, German, and of course Hausa, Efik and Yoruba. Physically sportive, as demonstrated in his younger footballing prowess as “Boy Atabra,’ getting involved in intellectual chess, he has derived a lot from his theological and spiritual immersion in a seminary of priesthood stint and has returned with a lot of evolution of ideas leading to his ingenuity of learning words beyond the spoken and written. Our man of the moment had his First School Leaving Certificate in Nigeria, General Certificate of Education (GCE), O & A Levels in London, Bachelors, Masters and PhD in France; that speaks volume of Prof. Okeke’s intercontinental educational grooming. Same goes for his work experience spanning Nigeria, France, United States et cetera. This professor of professors has been a Director of so many academic institutions including Abia State University, Deputy Dean of the Faculty of Humanities, Imo State University and External Examiner in not less than ten universities and a Professorial Assessor of no les than that number. Professor Okeke is indeed a man of word-playing, which is one of the common denominators he shares with this writer. He enjoys the sound of words and invents quite a lot. As a specialist of linguistics involved in expressive creativity, Professor Okeke has impressed on the literary field and has moved ideas in his quite scintillating Novel on “419 Syndrome”. In his reflections on life, he has put language at the service of facts and qualifies as a “social secretary”. 1 ISSN 2536-6300 OCTOBER SPECIAL EDITION 2017 JOLLLS VOLUME 1 NO. 2 INTERNATIONAL JOURNAL OF ARTS, LANGUAGES, LINGUISTICS AND LITERARY STUDIES Professor Okeke may be short in the eyes of those who are “short-sighted”, but he is not short of tall ideas and images. He sees far and further than many giants who may indeed be intellectual dwarfs. If we see ugliness in a man who is in the mould of “Nnukwu Nmanwu”, it is because the spirits are generally enmeshed in the feature of fire and fury. We equally see the “Otimkpu” elements that jump around in the thunderous commotion of lesser entities fulfilling the duty of messengers for the appearance of grandeur in magnitude. And so, the “Nnukwu Nmanwu” of the moment is fondly moving out in style and splendour, after these long years of service, leading proudly to a most worthy valedictory salute in pomp and pageantry. Professor VINCENT ONYEMA OKEKE: “INTEGRITY, FRANKNESS, SIMPLICITY, HANDWORK AND GODLINESS”, a gentle great Academic and an intellectual son begotten to the noble Awo-Omamma ancient Dynasty. “This is the man that has made the work that has made the man!” 2 ISSN 2536-6300 OCTOBER SPECIAL EDITION 2017 JOLLLS VOLUME 1 NO. 2 INTERNATIONAL JOURNAL OF ARTS, LANGUAGES, LINGUISTICS AND LITERARY STUDIES LANGUAGE AND LINGUISTICS 3 ISSN 2536-6300 OCTOBER SPECIAL EDITION 2017 JOLLLS VOLUME 1 NO. 2 INTERNATIONAL JOURNAL OF ARTS, LANGUAGES, LINGUISTICS AND LITERARY STUDIES ENSEIGNEMENT DE LA GRAMMAIRE PEDAGOGIQUE ET L’APPROCHE COMMUNICATIVE EN CLASSE DE FLE AU NIGERIA AJANI, A. LATEEF Nigeria French Language Village, Ajara – Badagry, Lagos, Nigeria [email protected] Résumé Enseigner la grammaire avec quel type de méthode constitue un grand problème en classe de FLE au Nigéria. Ainsi l’objet de cette communication est de se pencher sur le concept de la grammaire pédagogique en classe de FLE et l’utilisation de l’approche communicative pour enseigner cette grammaire pour que les apprenants nigérians arrivent à bien se servir de la grammaire en situation communicative. Mots clés : Enseignement, pédagogique, didactique, méthode, communication et approche. Introduction D’après l’écrivain congolais Makouta-Mboukou (1973) cité par Mfon (1995), « Il est nécessaire qu’à chaque moment de la vie d’une entreprise l’on fasse le point, le bilan des gains et des pertes, que l’on examine le chemin parcouru pour voir les obstacles rencontrés et les solutions qui ont été envisagées pour améliorer le rendement de l’entreprise ». L’enseignement de la grammaire en classe de FLE au Nigéria est l’une de ces entreprises. Elle mérite d’être évaluée afin de suggérer quel chemin à suivre pour que les étudiants arrivent non seulement à maîtriser les règles grammaticales mais aussi à se servir de la grammaire dans l’aspect communicatif. Notons au passage qu’à part la grammaire nominative c’est-à-dire la grammaire passive où l’accent est mis sur la maîtrise des règles grammaticales enseignées en classe de FLE, la grammaire où c’est seulement le professeur qui est actif, un autre problème auquel est confronté l’enseignement de grammaire en classe de FLE au Nigéria, c’est la grammaire où le cours s’organise autour d’un mélange de grammaire traditionnelle et grammaire notionnelle fonctionnelle où l’usage de la méthode traditionnelle est l’ordre de jour. Pour mettre un dénouement à la présence de la grammaire non programmatique, la grammaire non fonctionnelle et la méthode traditionnelle en classe de FLE au Nigéria nous avons décidés de lancer un regard non seulement à la grammaire enseignée en classe de FLE mais aussi sur quelle méthode d’enseignement on peut utiliser. Nous commençons avec un aperçu de quelques méthodes d’enseignement du FLE. Bref aperçu de quelques méthodologies d’enseignement en classe de français langue étrangère D’une manière générale lorsqu’on parle de la méthodologie d’enseignement en classe de FLE, trois courants majeurs d’enseignement viennent en tête à savoir la méthodologie traditionnelle, la méthodologie directe et l’approche communicative appelée aussi la méthode de grammaire traduction ou vocabulaire-grammaire-traduction (Gaonac. H. 1987) ou lecture- traduction (Cuq et Cruca 2002) cité par Alawode (2007). La méthodologie traditionnelle appelée également méthodologie classique ou la méthodologie grammaire traduction était une méthodologie utilisée en milieu scolaire pour l’enseignement du latin et du grec. Elle a été largement utilisée dans l’enseignement scolaire du français dans la seconde moitié du XIXème siècle et selon Puren (1988) la méthodologie traditionnelle a servi comme une base entre le xviii et le XIXème siècles à la création des variations méthodologiques assez importantes et ceci a donné naissance à une évolution interne qui a préparé l’avènement de la 4 ISSN 2536-6300 OCTOBER SPECIAL EDITION 2017 JOLLLS VOLUME 1 NO. 2 INTERNATIONAL JOURNAL OF ARTS, LANGUAGES, LINGUISTICS AND LITERARY STUDIES méthodologie directe qui est une méthode naturelle de l’apprentissage d’une langue étrangère fondée sur l’observation de l’acquisition de la langue maternelle par l’enfant. En ce que concerne la méthode traditionnelle, le but essentiel de la méthodologie était la lecture et la traduction de textes littéraires en langue étrangère, ce qui place donc l’oral au second plan. Avec la méthode directe, la langue était conçue comme un ensemble de règles qu’on étudiait dans les textes et qui pouvaient être rapprochées de la langue maternelle. Dans la méthodologie traditionnelle, la grammaire était enseignée de manière déductive car on présente ou applique à des cas particuliers sous formes de phrases et en ce qui concerne l’enseignement de vocabulaire, il est enseigné sous formes de listes de mots présentés hors contexte et que l’apprenant devait connaître par cœur. En effet le sens des mots est appris à travers sa traduction en langue maternelle. D’après Puren (1988) cité par Ajani (2011) dès le milieu du XVIIIème siècle, la demande sociale d’apprentissage des langues a évolué, on a alors besoin d’une connaissance plus pratique des langues étrangères, c’est ainsi qu’on assiste à ce que Puren (1988) cité par Ajani (2011) qualifie comme « le coup d’état pédagogique de 1902 » qui a donné naissance à la méthode naturelle (méthode des sens de F Gouin qui insiste sur le fait que la nécessite d’apprendre des langues doit venir du besoin de l’homme de communiquer avec d’autres hommes et de franchir ainsi les barrières culturelles).
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