The Effect of Cultural Nativisation on Dioula Speakers Learning Vocabulary in English as a Foreign Language
- LAKISA Revue des Sciences de l’Éducation Laboratoire de Recherche en Sciences de l’Éducation (LARSCED) École Normale Supérieure (ENS) Université Marien Ngouabi (UMNG) , (9) : 171-181
Résumé
This classroom action research is a case-study. It attempts to find out the role of local culture in the learning of English as a foreign language. More specifically, the study struggles demonstrate the contribution of learners’ own culture in the understanding of vocabulary in EFL literary texts. A questionnaire, a language test and a classroom observation protocol served for the data collection instruments. A demonstration lesson was used as a pedagogical material. The participants are Dioula speakers learning English as foreign language. These learners are students of Arts option at the ‘Lycée Départemental de Toussiana’, in Burkina Faso. Toussiana is Dioula speaking locality. The sample is chosen purposively using non-probability technique. A preliminary work on the students’ socio-linguistic background was conducted in order to obtain a sample of 38 participants out of 120 following an alphabetical list. They are composed of native Dioula speakers and non-native Dioula speakers who are, then, divided into two groups: nativized group (19) and a non-nativized group (19). The data are analysed qualitatively and quantitatively and the Statistical Package in Social Services (SPSS), version 26.0 (2024) is deployed to process the quantitative data. The results indicated that the nativized group outperformed the non-nativized group. These findings imply that if students learn vocabulary in English as foreign language relying on their own culture, they can easily grasp word meanings in that language.
Mots-clés
Culture, EFL, first language, literary text, nativisation, vocabulary