DEPARTMENT OF TEACHER EDUCATION
Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/470
Browse
4 results
Search Results
Item French-english bilingualism as a determinant of learners general language competence in some selected secondary schools in Ibadan(Benchmark Journals, Department of Vocational Education, University of Uyo, Nigeria, 2017-04) Araromi, M. O.; Akinsola, N. A.The poor performance in English and French language in public examinations has called for concern among stakeholders in the field of language education in Nigeria. While students recorded low performance in English across the years, there is low turn- out of students in French language. Researchers have looked into the viability of bilingualism in English and French as a symbiotic measure to finding lasting solution to the problem of general language deficiency among Nigerian learners’ of English and French language respectively. Therefore, this study sought to investigate the complimentary role of English and French language in the attainment of general language competence of some bilingual students in Ibadan, Oyo state. Purposive sampling technique was used to select 156 students in four junior secondary schools in Ibadan. Three research questions were raised. Two instruments were used to collect data i.e. English language achievement test (ELAT) and French language achievement test (FLAT). The result shows that there was significant difference in the bilingualism in French and English language among the selected students in the secondary school in Ibadan (t = 7.922, df = 155, P<0.05). There was no Gender difference in the attainment of Bilingualism in English and French from the selected secondary schools. (t-cal=-279 lesser than t-crit-1.95, P>0.05) There are significant relationships between students’ performance in English and French Language (r- 0.363, P<.05). It is therefore recommended that French and English should be taught concurrently to the students as their performance in French will aid their performance in English language The study examined the influence of anxiety on the success of some pre-service teachers of French Language in selected tertiary institutions in southwestern Nigeria. Descriptive research design was adopted. A total of 130 preservice teachers (male — 40 and female — 90) participated in the study. The results showed that the test anxiety level of pre-service teachers' foreign language anxiety is slightly low (X = 2.32, Std. Dev = 1.162). The findings further showed that the fear of negative evaluation level of pre-service teachers' foreign language anxiety is a bit high (X = 2.65, Std. Dev = 1.227). Data collected were analysed using PPMC and Regression Analysis. The results showed that the communication apprehension level of pre-service teachers' foreign language anxiety was slightly low (X = 2.29, Std. Dev — 1.188). There was no influence of age on pre-service teachers’ foreign language anxiety in classroom (F value —1.349, P>0.05). There was no gender difference in the pre-service teachers’ foreign language anxiety in classroom (t-Critical value (t-Crit—1.99, P>0.05). Length of years of French study had no influence on the pre-service teachers’ foreign language anxiety in classroom (F value — 1.349, Pro— 0.262>0.05). It was however recommended that pre-service teachers of French language in tertiary institutions should pay maximum attention to the variants of foreign language anxiety of fear of negative evaluation, communication apprehension and test anxiety in the process of learning French language as a foreign language.Item The teaching of french language in Nigeria: a historical perspective(2015-06) Araromi, M. O.The significant value of French language in Nigeria is unquantifiable. Nigeria shares frontiers with many Francophone West African countries and she is also a notable member of many international organizations where she played dominant role. Hence, the diplomatic tie between Nigeria and these francophone countries can be further strengthened with the knowledge of French language. This study however focused attention on the historical analysis of the teaching of French language in Nigeria from the pre-colonial era through the post colonial era with the view to finding a lasting solution to the underdevelopment in the teaching of the language in Nigeria system of education. The incursion of French language into Nigeria system of education dates back to 1878 but not as a core subject. The development in the study of the language did not start until the post colonial era when the need to interact among the independent African states was strongly felt. However, the policy declaration of French language as the second official language in. .'Nigeria in 1997 by General Sanni Abacha, though a welcome development, has not really changed the outlook of the language in Nigeria system of Education. Lack of policy implementation, insensitivity of the government upwards the policy and proliferations of languages on the school curriculum constitute obstacles towards the teaching of French language in Nigeria. It was therefore recommended that government and stakeholders in education should be more alive to their responsibilities in encouraging the teaching and learning of French language across schools in Nigeria.Item Attitudes of undergraduate students to the study of french language as a general study course in Ajayi Crowther University, Oyo, Nigeria(Canadian Academy of Oriental and Occidental Culture, 2013-10) Araromi, M. O.The study examined the attitudes of undergraduate students to the study of French language as a general study course in Nigerian tertiary institutions using Ajayi Crowther University, Oyo, Nigeria as a case study. A total of 200 undergraduate students of this university constitute the sample for this study. The research adopted descriptive research design of survey type. The results show that area of specialization has influence on attitudes of students towards French language. Also, there is no significant difference between the male and female undergraduate students’ attitude towards French language. The results further revealed that there is a significant difference in students’ attitudes and the knowledge of French language. It is recommended that the Government should make French language compulsory in all tertiary institutions in Nigeria as part of efforts to make Nigeria English-French bilingual nation.Item The relevance of french language to journalism education in Nigeria(Global Journals Inc., Cambridge, USA, 2013) Araromi, M. O.The relevance of French language in the field of journalism Education in Nigeria is yet to be established. This situation cannot be totally divorced from the language policy in Nigeria and the past colonial experience of the country where English was placed at vantage position compared to French language in all spheres of life in Nigeria. However, researchers and experts in the field of journalism and mass communication education have worked extensively on the significant value of English language and indigenous languages in journalism education Nigeria but there is dearth of research in the area of French language. The researcher therefore investigated the relevance of French language to journalism education in Nigeria. Simple random sampling technique was used to select a higher institution of learning in Ibadan, Oyo state. A total number of 125 students of mass communication at the Polytechnic, Ibadan participated in the study. Four research questions were raised and answered. The only instrument used for data collection was QMCSAFL. The data collected were analyzed using descriptive statistics of PPMC correlation, T. test and Chi- square. The results show that Knowledge of French language has significant effect on Journalism Education in Nigeria, at X2 Calculated (9) = 44.50 greater than X2 Critical (9) =16.9 at P=0.000<0.05. There is no relationship between attitude and knowledge at (r=0.065; p>0.05) There was significant difference between Students’ Knowledge of French and students’ career development as prospective Journalist. It was observed that the t- Calculated value was greater than t-Critical values (t-Cal=-8.941 > t=Crit =1.96) (P<0.05). Self-concept has significant effect on students’ knowledge of French language as Journalist. X2 Calculated (9) = 52.11 greater than X2 Critical (9) =16.9 at P=0.000<0.05. It is therefore recommended that students' knowledge of French language should be critically looked into as it has significant effect on their career development as journalist. The self- concept has significant effect on students’ knowledge of French language as Journalist. Therefore, it must be keenly considered in designing foreign language programme for prospective Journalists.