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A CRITICAL ANALYSIS OF THE CAUSES AND EFFECTS OF STUDYING FRENCH IN SECONDARY SCHOOL IN OKE-ERO L.G.A, KWARA STATE

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 Format: MS WORD ::   Chapters: 1-5 ::   Pages: 60 ::   Attributes: Questionnaire, Data Analysis,abstract, table of content, references ::   64 people found this useful

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CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF STUDY

In Nigeria, the French language is a foreign language. Nigeria is surrounded by French speaking countries: like Niger Republic in the North, Benin Republic in the West, Cameroon in the East and Chad in the North-East.

Therefore the importance of the language in Nigeria for social, political, economic and international relations cannot be overemphasized. The use of language is to facilitate communication, to promote understanding between language originator and language recipient and to enable useful, appropriate and efficient action to take place Moody(1970).According to Adekunle (1976),the language policy of every country should make provision for the policy areas ofcommunication; internal communication, internal and scientific communication. French is one of the international language which is most widely used in and technology research, administration, education, literature etc. Commerce, scientific and technological research, administration etc.

With the gained knowledge of French language, Nigerians and francophone countries will be able to work hand in hand in areas of science and technology. This cannot be achieved if French teachers are not employed or if those employed are not encouraged to be teaching the language.

French language was introduced into the education system of Nigeria just after English. The French language native speakers from France and other francophone countries were brought into the country to come to teach the language in the Nigerian secondary schools throughout the country. In recent, the Nigerian government began chasting out the teaching of French language in secondary schools. Today, French language native speakers teachers are no more found in and the already existing ones were made to teach other subjects like English , social studies, literature in English, History to mention but only few. The attitude of Nigerians towards the study of French language in our schools is that most of these people are not well informed about the important of French in our educational system as an international language. This is because they assume that people should not waste time going to school to study French language. The assumption has misled some of the students and parents that they do not pay interest in studying the language. The above problems and a lot of others were researched into. Nigeria, though an Anglophone country is surrounded by francophone countries as it has been earlier mentioned. Oyunkeye,(2007),stated while pointing out the importance of French language in Nigeria, which is surrounded by francophone countries. Onyemelukwe and ong (2004):38) described Nigeria as: “an Anglophone country in a sea ofAdie-Of francophone”. Though, the geographical location of Nigeria as a country has made French language necessary in the country. Onyemelukwe (1995) has observed that Nigeria needs the knowledge of French so as to have a healthy relation with the francophone neighbors.

Igonor (2011) opined that “for Nigeria to enter a relation of mutual benefit these nations , it is imperative, at least to some extent, for her to communicate with these countries with their own official language- French. “French language in fact promotes globalcountries in their own of communication in all spheres of life-education, commerce religion and politics”. Ogunkeye (2007) gave about four reasons for takeoff of French in Nigeria: cialNigeria is surrounded by francophone countries therefore French as an of language will facilitate communication and interaction with the country's neighbours.

In a world that is fast becoming a globalized village, French can only be an advantage. There will be access to foreign materials and other opportunities available in terms of communication, technology, and international politics.

There will be also job opportunities for individuals in organizations such as African union, United Nations, UNESCO and other multinational companies who require their employees to speak French especially at various embassies.

 The seat of ECOWAS is in Abuja, Nigeria; there are nine (9) francophone and (5) Anglophone countries in ECOWAS. French therefore is the natural choice being the language of the majority. Ogunbiyi (2012) also backed the opinion of the others by claiming that “Since Nigeria is surrounded by French speaking countries, the importance of the language in Nigeria for social, political, economic and international relations cannot be overemphasized”. Despite the stated fact above mentioned importance of French to Nigerian citizens, still the language is yet to be taken so serious. The general objective of this study is to assess the ne solution inproblems on the way of teaching and learning of French language and to  the secondary schools in Kwara state.

1.2   STATEMENT OF THE PROBLEM:

The study on a critical analysis of the causes and effect of studying French in secondary schools came about as a result of inability for secondary school students to read and write French appropraitly. Secondly, it could be as a result of desire for understanding French. It could also be for the purpose of travel etc.  Finally, most of the research has been carried out on effect of French in secondary school but not even a single research has been done on a critical analysis of the causes and effects of studying French in secondary schools in Oke-ero L.G.A Kwara state, Nigeria.

1.3 AIMS AND OBJECTIVES OF STUDY

The main aim of the research work is to critically analyse the effect of studying French in secondary schools in Oke-ero L.G.A of Kwara state. Other specific objectives of the study include:

  1. to determine the need for studying French in secondary schools in Oke-ero L.G.A
  2.  to determine the extent to which French are being taught in secondary schools in Oke-ero L.G.A
  3. to determine the effect of teachers experience and motivation on students interest in french.
  4. to investigate on the factors affecting French students in secondary schools in Oko-ero L.G.A
    1. RESEARCH QUESTIONS
  1. to determine the need for studying French in secondary schools in Oke-ero L.G.A
  2.  to determine the extent to which French are being taught in secondary schools in Oke-ero L.G.A
  3. to determine the effect of teachers experience and motivation on students interest in french.
  4. to investigate on the factors affecting French students in secondary schools in Oko-ero L.G.A
    1. STATEMENT OF RESEARCH HYPOTHESIS
  5.  
    1. SIGNIFICANCE OF STUDY

The study on a critical analysis of the causes and effects of studying French will be of immense benefit to the entire secondary schools in Oke-ero L.G.A, Kwara state. The study will be of great help to the secondary school students in Oke-ore and even the students in most of the Francophone countries.

  1. SCOPE OF STUDY

The study on a critical analysis of the causes and effects of studying French is limited to the entire secondary schools in Oke-ore L.G.A of Kwara State.

 

1.8 LIMITATION OF 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.

 

  1. DEFINITION OF TERMS
  2.         Expressing adverse or disapproving comments or judgements.
  3.       Detailed examination of the elements or structure of something.
  4.         Basis or consideration for action.
  5.                     A change which is a result or consequence of an action or other cause.
  6.      Application of the mind to the acquisition of knowledge, as by reading, investigation, or reflection.
  7.             It is a Romance language of the Indo-European family. It descended from the Vulgar Latin of the Roman Empire, as did all Romance languages

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Paper Information

Format:ms word
Chapter:1-5
Pages:60
Attribute:Questionnaire, Data Analysis,abstract, table of content, references
Price:₦3,000
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