SOCIO-EDUCATIVE ACTIVITIES, LANGUAGE ENVIRONMENT AND PEDAGOGICAL APPROACH AS DETERMINANTS OF FRENCH LANGUAGE PROFICIENCY AMONG CULTURAL IMMERSION STUDENTS IN FRENCH LANGUAGE VILLAGE, BADAGRY, NIGERIA

Araromi Maxwell Olakunle

Abstract


This study examines Socio Educative Activities, Language environment and Pedagogical approach as determinants of Students’ Proficiency in French language in Nigerian French Language Village, Badagry. The study adopted descriptive research design of correlational type. The population of the study was all University students in French Language Village, Badagry, Nigeria. 100 students were randomly selected from 2000 students in French Language Village Badagry, Lagos State. Twenty French language Lecturers were randomly selected from 30 Lecturers of French Language in French Language Village Badagry, Lagos State, Nigeria. In all, a total number of 100 French language students and 20 French language Lecturers participated in the study. Four instruments were used in this study. These include: Questionnaire on Social Educative Activities (QSEA), Questionnaire on Students’ Attitude to Language Environment (QSALE), French Language Lecturers’ Classroom Practices Observation Scale (FLTCPOS) and Students’ French Language Proficiency Test (SFLPT). The findings show that majority of the students were highly proficient in French as their score fell between 60 and 98. The result indicates that students’ proficiency in French language had positive moderate and significant relationships with socio-educative activities. The result also shows that students’ proficiency in French language had positive high and significant relationships with lecturer’s pedagogical approach while it had positive low and non-significant relationship with attitude to language environment. The findings further revealed that the joint contribution of the three independent variables (Socio-educative activities, language environment and lecturers’ pedagogical approach) to students’ French proficiency was significant. The result indicates that the relative contribution of lecturers’ Pedagogical Approach was significant while the relative contributions of Socio-Educative Activities and attitude to Language Environment were not significant. It was therefore recommended that more emphasis should be placed on socio-educative activities and teacher pedagogical approach in order to enhance the foreign language proficiency of the learners of French Language.

 

Article visualizations:

Hit counter

DOI

Keywords


socio-educative activities, language environment, pedagogical approach, proficiency in French

Full Text:

PDF

References


Asriati (2015). A Study of Effective English Language Teachers at Senior High School Level in Makassar, ELT Worldwide 2.1 63-79.

Emenanjo, E. N. (2001). Languages in Multilingual Nigeria, Implementation Strategies Lagos. The Nigeria Academy of Education.

Essoh Ndodo E. & Endong Floribert P. C. (2014). French language teaching in Nigeria and indigenization philosophy: Mutual Bedfellows or Implacable Arch-Foes. Journal of Foreign languages and civilization June 2014, Vol.2 No.1.

Hatifah, Nurul (2017). The Successful Teacher’s Verbal Cues in View of Interpersonal Communication to Lead EFL Adult Beginner Learner’s Accuracy in Calling Interaction, ELT Worldwide 4.1,114-123.

Ignonor, J. (2011). Quality Assurance in the Training of Teachers of French as a second language in the Nigerian Colleges of Education. The Nigerian Teacher Today, Abuja Ncet.

Itergu O. (2016). Curriculum Research and Development, French language in Nigeria since 1869. Journal of language and linguistics Vol. 2.

Khaerati (2016). The Students’ Perception on the Characteristics of Effective and Ineffective English Language Teachers, ELT Worldwide 3.2,221- 230.

Olayinka J. K. & Ogundele M. O. (2015). Teaching of French language in Oyo State colleges of Education in Nigeria: problems and ways forward. Asia Pacific Journal of Multidisciplinary Research vol. 3 No. 3.

Simire G. J. (2002). Our children future teachers or who are they unpublished paper presented at the Nigerian French language village, Badagry.

Simire, Gregory O. (2013). L’impact de l’immersion sur les representations des apprenants de la langue française in Nwabuueze, Omonzejie, Simire, Tijani (Eds) French language in Nigeria Essay in honour of UFTAN pacesetter.

Wende, O. O. (2014). Prepositioning French Language Education for National Integration and Development. Research on Humanities and Social Sciences vol. 14 No. 10.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.3082

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Araromi Maxwell Olakunle

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).