SOURCE:

Faculty: Arts
Department: Modern European Languages

CONTRIBUTORS:

Iwelu, H.F.C;
Ezeani, E.O;

ABSTRACT:

This study examines various strategies in the acquisition of linguistic structures by the Igbophone learner of French. We have discovered that many igbophone students learning French language have serious challenges expressing themselves in French language. Their expressions are often marred by communication errors. This study has four objectives: to identify strategies employed by native Igbo learners of French in the learning of the language, to determine how the native igbo learners of French are motivated in French language acquisition, to determine the processes that facilitate the learning of the language by the native Igbo students and to determine the differences that exist in the ways both learners and teachers perceive the problems students encounter in the study of French language. The theoretical frame work is based on Krashen’s Hypothesis on second language acquisition and Halliday’s theory of Language acquisition. The method for the data collection in this study, was a four point modified Likert scale structured questionnaire. Four research questions were constructed and their responses were analyzed. The results of the analysis showed that the learners accepted the five strategies used for data collection and employ two or more strategies simultaneously in the learning process. The results also showed that the attitude of the teachers and their motivational systems in form of praises and encouragements motivate the learners in the learning of French linguistic structures. We concluded by recommending that the federal Government of Nigeria should morally and financially assist in the teaching and learning of French. We have also recommended that in the course of the programme, visit to either francophone countries or even France should form an integral part of French language acquisition programme. It is our hope that if the recommendations in this study are implemented, the problems associated with learning of French linguistic structures by the igbophone learners would have been solved in the interest of the learner, teacher and the nation.