FACTORS AFFECTING TEACHING AND LEARNING FRENCH LANGUAGE IN NIGERIA (A CASE STUDY OF OSHODI/ISOLO LGA LAGOS STATE)
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
French is one language that is taught in every school in Nigerian. It is perceived to be as important as the mandatory English Language.
The Nigeria nation is perceived as a country where diverse languages are spoken but belong to the English population that is surrounded by the population of French countries, Cameroon specifically. For smooth and productive communication and working relationship with the border countries, the Nigerian citizens mandatorily require a good knowledge of French language (Ntibe 2009). Onyemelukwe2004 opined that Nigeria is a country where diverse languages are spoken in a sea of francophone, and as such, the Nigerian citizens do not just need a good knowledge of French language to be able to relate and interact with the border countries but also to be able to relate with the French world as a whole. Irrespective of the mentioned above, French language has still been given little attention in Nigeria as students see it as a difficult to learn and understand subject. In recent times, dating back the sixties, French language was instituted into the countries education after the extinction of Latin language. The language was highly esteemed because the users were seen as prestigious. But today, the feelings are no longer the same. In the late seventies and eighties, professionals were brought into the country to teach the language in the Nigerian secondary schools. Since early nineties, Nigerian government started losing interest in the teaching and learning of the French language. Presently, French teachers are rarely if not no more employed in the secondary schools, while the already employed ones are subjected to teach some other subjects like English language, literature in English and some other subjects because the original language they came to teach, French, is seen as irrelevant. This behavior of the government towards the introduction, teaching and learning of French has made both the parents and the students to have a loss of interest and diversion for the language. A good number of and students parents now see French language learning as a waste of time. In view of this, the students now pay very little or no attention to French as a subject in the few schools where the language is still taught. This attitude has reduced many French graduates, made them irrelevant to the society and rendered them unemployment. This alarming challenge is now telling on the departments of French in the different schools in Lagos state and in Oshodi, Lagos. Presently, few students now willingly enroll for French language as a course. School departments now rely on prelim program in other to have some students in the departments. The few students that are now offering the language are handling the course with lack of seriousness because they see it as a course that cannot assure them a better and sound future.
In the twenties, Nigerian government started pursing out the teaching of French language in secondary schools. Presently, French language native speakers teachers are no were to be found in and the already existing ones have been subjected to teach other subjects like English , social studies, literature in English, History and a host of others. This attitude of Nigerians towards the study of French language in Nigerian schools is due to the fact that most of these people are not well oriented about the need of French in our educational system as an international language. This is also because they just assume that people should not whirl away their time going to school to study French language. The thought has misled and confused some of the students and parents that they no longer have interest in studying the language (Okeke 2004). The above issues, together with the unmentioned were researched on. Irrespective of the fact that Nigeria is an Anglophone country, she is surrounded by francophone countries as it has been earlier mentioned. Bliss (2007) mentionedthe importance of French language in Nigeria, which is surrounded by French countries. Nigeria has also been described as an Anglophone country in a sea of Adie-Of francophone. Though, the geographical location of Nigeria as a country has made French language mandatory in the country. Researchers havenoticed that Nigeria highly needs a good knowledge of French so as to have a healthy relationship with the francophone neighbors. Also, for Nigeria to enter a relation of mutual benefit with these nations, it is paramount for her to be able to interact with these official language- French, at least to an extent.
STATEMENT OF THE GENERAL PROBLEM
The poor teaching and learning of French as been muted in certain quarters as being as a result of lack of interest amongst other factors, the poor performance of French language in Nigerian schools has led to poor academic achievement of students in French language which has spilled over to poor performance of students in both internal and external examinations.
AIMS AND OBJECTIVES OF THE STUDY
The major aim of the study is to examine factors affecting the teaching and learning of French language in Nigeria. other specific objectives of the study include;
RESEARCH QUESTIONS
SIGNIFICANCE OF THE STUDY
The study would be of immense importance to the education sector as it would unveil the factors affecting the teaching and learning of French language in Nigerian schools with the objectives of strengthening the teaching and learning of French language. the study would also be of immense importance to students, scholars and researchers who are interested in developing further studies on the subject matter.
SCOPE AND LIMITATION OF THE STUDY
The study is restricted to the factors affecting the teaching and learning of French language in Nigeria using Oshodi/Isolo LGA of Lagos state as the case study.
LIMITATION OF THE STUDY
Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
