The Rate and Causes of Attrition in French Language in FCT Senior Secondary Schools.

 

TOPIC :  The  Rate  and  Causes  of  Attrition  in  French  Language in FCT Senior Secondary Schools.

DECLARATION

I hereby declare that the work presented in this thesis, for the post graduate diploma in Education (PGDE) is entirely the result of my own independent investigation and has not been presented either wholly or partly for any other diploma and is not being concurrently submitted for any other diploma.

DEDICATION

       This research work is dedicated

“TO OUR BLESSED VIRGIN MARY – SEAT OF WISDOM”

ACKNOWLEDGEMENTS

I wish to express my sincere gratitude to Almighty God for his protection, guidance and journey mercies throughout my study.

My profound gratitude and appreciation is expressed to my project supervisors, Dr. (Mrs) A.U Okwudishu and Dr. (Mrs) T. Odumuh for their selfless efforts and constructive criticisms throughout the various stages of this study. My special gratitude and appreciation go to my husband and children for their financial assistance and encouragement respectively.

I will not fail to extend my gratitude to my former dean professor A.I Ikeotuonye, my present Dean, Dr. J. N. Nkwedeh, Dr. J.Y. Maisamaril, Dr (Mrs) Kate Nwufo of the National Education Research Council, Sheda – Abuja for their academic guidance and encouragement in the course of this project.

To Mr. Charles Nwanko of Statistics Unit, Department of Education, FCDA – Abuja, Mr. Clement Gaza (Deputy Director) of school Management Services, Department of Education, FCDA – Abuja, the chief Librarian, Education Research Centre, Wuse, Abuja. The chief librarian, Ministry of Internal affairs, Garki, Abuja. I say thank you for making available to me all the information I needed for this study. This write-up would not have been realized successfully without your co-operation and assistance.

I also wish to thank the various school Principals, vice principals (Academics), subject heads, (French Language) and others for their respective roles towards the realization of this project.  I acknowledge my appreciation to the secretary, Mr. J. Kasumu for the excellent typing of this work.

May Almighty God bless you all.

ABSTRACT

This study was designed to investigate the rate and causes of attrition in French Language in FCT Senior Secondary Schools. Among the questions the study sought to answer are whether or not, there is any significant relationship between the students interest in the subject and the rate of attribution in French; the instructional technique used by the teachers and the rate and causes of attribution in French in the selected schools where French is offered at Senior Secondary levels.

Data for the study was gathered through the use of interview and questionnaires. The sample of study consists of 7 French teachers, I1 principal and 2 representatives of the principal from each school who were selected by means of stratified random sampling from among the French teachers in the Senior Secondary Schools in FCT.

The findings reveal that the rate of attribution is very high in these schools and that the causes of attribution include lack of interest by the students, ineffective instructional techniques, lack of recommended textbooks and the teachers / school authorities negative attitude to the subject.

The results also show that French teachers are not well motivated. There are also not enough qualified French teachers to teach at the Senior secondary levels.

TABLE OF CONTENTS

Title page

Declaration page

Certification

Dedication

Acknowledgement

Abstract

Table of contents

Lists of tables

CHAPTER ONE: THE PROBLEM  

1.0.       General introduction

1.0.       Background of the problem

.1.          Statement of the problem

.2.          Objectives of the study

.3.          Research question

.4.          Significance of the study

.5.          Scope and delimitations

.6.          Definition of key Terms and Abbreviation

CHAPTER TWO: REVIEW OF RELATED LITERATURE

1.0.       Introduction

Main body of review

2.2.       The concept of language 

2.3.       Language society and culture

2.4.       Language, acquisition 

2.5.        Students attitude towards language

2.6.       Students performance in French language – past record 

2.7.       Motivation for language learning and teaching

2.8.       Teacher effectiveness

2.9.        Instructional aids and students performance in French language

2.10.     French language in the FCT

2.11.     Summary of literature review

 

CHAPTER THREE

3.0.    Research design and methodology

3.1.    Introduction

3.2.    Method of data analysis

3.3.    Population sample, size and sampling procedure

3.4.    Instrumentation

3.5.    Data collection and processing techniques

CHAPTER FOUR

4.0.    Presentation, analysis and interpretation of data

4.1.    Introduction to the chapter

4.2.    Data presentation in tables

4.3.    Report on findings

4.4.    Discussion

4.5.    Summary of chapter

CHAPTER FIVE

5.0.    Summary, Conclusion, Recommendation

5.1.    Introduction

5.2.    Summary

5.3.    Conclusion

5.4.    Recommendation

5.5.    Suggestions for further research

          References

          Questionnaire 

LIST OF TABLES

Table I:       Demographic Data

Table II:      Rate of attribution between SS 1 and SS 3

Table III:    Calculation of Attribution rate, G.S.S Wuse

Table III:    R.P.G.S.S Garki

Table III:    FGC, Kwali 

Table IV:     Teacher Factor influencing attribution

Table IV:     Teachers responses on their methods of teaching French

Table V:      Learners Factors influencing attribution

Table V:      Reasons why students lack interest in French language

Table VI:     Institutional Factors Influencing Attribution

Table VII:   Teachers and students responses on the availability of textbooks

CHAPTER ONE

THE PROBLEM

1.0.    GENERAL INTRODUCTION

This study is on the rate and causes on attribution in French language study in FCT Senior Secondary Schools. It limits discussion to the period between 1990 and 1997. The choice of 1990 is determined by the date of my arrival in the Federal Capital Territory.  

My interest and zeal for French language and my determination to fight for its survival at the senior secondary level in Nigerian Secondary Schools in general and Federal Capital Territory in particular, has made my colleagues to ask “why are you always defending this language? Is it yours?

The reasons are manifold. It is pertinent to realize the usefulness of French language in our society and in the world in general. The f act that Nigeria is surrounded by French speaking countries cannot be overemphasized. In order to communicate easily for better international relationship, French language could be studied. According to Buenyem (1994), the learning of French could not be looked at as a mere academic pursuit, but from its functional perspectives. It contributes to making Nigeria more relevant and easier to associate with at diplomatic levels. Efforts should be made to make Nigerian students, present and future to speak the French language.

          There are opportunities available for students in the Federal Capital Territory who have knowledge of French language. These include working with ECOWAS – Abuja being the headquarters; working with big French companies and in foreign embassies, being diplomats and so on.

This research focuses on the problems of teaching and learning French experienced both by the teachers and the students respectively at the Senior Secondary levels in FCT. It aims at analysing the relationship between the obstacles to French teaching and learning and the rate and causes of attribution in French language in the FCT Senior Secondary Schools. It thus analyses the attribution rate between SS 1 and SS 3 in the year 1990-1997.

Although many researchers such as Okwudishu (1994) have tried to discuss the problems of teaching French language in Secondary Schools and the topic has been discussed extensively, it cannot be said that a generally accepted solution has emerged.

It has been observed that in the current studies on the teaching and learning of French language in Nigeria college of Education and Secondary Schools for Example, such notions as the issue of attribution in the number of students in French and their lack of interest occur frequently but comprehensive data on the causes are not available.

Thus, the current study focuses on the obstacles to effective teaching and learning of the French language which results in high attribution rate of students offering French language at the SS level. The study discusses factors such as abilities, interests, competencies, aptitudes and incentives in French. Other factors looked at include shortage of disqualified teachers, instructional materials and so on.

In the federal Capital Territory Secondary Schools, French is studied as a second foreign language. Apart from English and one Nigerian language as specified in the national policy of Education (1981), French is studied at both Junior Secondary level and Senior Secondary level as one of the non – vocational electives. The study thus presents a comprehensive picture of the rate and causes of attribution in French language in three schools – a public school, a private school and a unity school from 1990/91 to 1996/97 sessions.

1.1.    BACKGROUND TO THE PROBLEM

French language did not gain recognition in African schools in general and Nigeria in particular until 1960.

          David (1975) notes that “French was not taught at all except in….. Mfantsipim at cape Coast in Ghana, where the subject was introduced in 1875” Hence, French was unknown to most African pupils as good secondary schools prepared their pupils for oxford and Cambridge by teaching them Latin and Greek.

          One then wondered at the rapid rate at which French language gained ground in Nigeria then, for it was not until 1960 that the consequences of language teaching policy began to be felt. This was because the independent countries realised that their neighbours were French – speaking. International communication is one of the pre-requisites for African unity and global interaction. Knowledge of French therefore, helps to bridge the gap between Nigeria and her neighbouring French – speaking countries.

          Research on the genesis of the teaching of French (Okoli 1979) reports that French did not become a subject in primary and secondary school curriculum until 1955 quoting Brar, Okoli (1979) states that efforts to teach French language in Nigerian secondary schools began at the end of the 19^th century at a few elite schools in Lagos.

Also Motaze (1965) in her work recorded that French was taught in private secondary schools in Lagos by British teachers. They taught only French culture and civilisation. After independence according to her, “le programme de Français était révise pour permettre aux Nigérians de communiquer en Français’’ (Notaze 1994). Hence oral French was introduced in WAEC. 

However, according to Motaze (1994), the reasons for studying French in Nigeria are mainly socio – economic, political and pedagogical. This she expresses thus: “les raisons souvent avances pour L’existence et le maintein du francais au Nigeria sont general d’ordre socio – politique et educatif ‘’.

          Okoli (1979) traced the evolution of French in Nigeria from the end of the 19^th century to the present day. According to him, the aim of teaching French then was to provide a tool for understanding the culture and literature of France through writings. It was also an extra subject in the curriculum of the secondary schools.

A research confirms that the Aims and Objectives of French teachings at that time as well as the form and content of the course were vague and inadequate, Okoli (1979). It was not surprising that the subject ceased to be taught by 1930.    

Other reasons for phasing out the subject were that there was scarcity of teachers. Secondly, it was regarded as an extra – curricula subject not offered by candidates for junior and senior Cambridge. Another factor that contributed to its being phased out According to Okoli (1979) was the predominance of the classics. Emphasis was laid on Latin. The knowledge of Latin was a pre-requisite for gaining admission into oxford and Cambridge universities. It was also considered a desirable background for the study of divinity for clergymen.

In short before 1930’s French disappeared from the curriculum of Secondary Schools, though it was taught outside the ‘’aegis of schools.

Despite this, some educated Nigerians felt the need for their children to have knowledge of French. They employed French speaking Africans on a part-time basis to teach their children. Here emphasis was placed on spoken French since the major aim of the course was to teach the beneficiaries how to communicate in French. The French-speaking catholic clergy also taught French outside the curriculum to willing seminaries to help them in their apostolate work and to initiate them into French literature and culture.

In 1930 – 1956, many Nigerians migrated into Francophone countries. These migrant Nigerians picked up pidgin French. Other Nigerians who had the opportunity to get scholarship to study art subjects abroad has the option to study either French or Latin. Only few of them chose to study French.

Another study, Okoli (1979) shows that French language was formally introduced to Nigerian schools as a curriculum subject in September, 1956 at Government college in Ibadan and Kings College, Lagos. The main aim of promoting French by the colonial masters was to equip Nigerians in Administrative work in Francophone countries. Emphasis was thus laid on spoken French.

Omolewa (1974) traced the introduction of French language in West Africa back to the end of the eighteenth century, when French, Dutch and English were taught to a limited audience and confined only to the favoured class of population. This made French language at that time to be regarded as the language of princes. According to him, the teaching of modern languages was introduced on a more intensive scale during the 19th century by European missionaries, traders and the freed slaves.

However, the teaching of French in mission schools and other public schools saw some set back due to lack of funds to employ British and Canadian French teachers. French was also considered unimportant and useless.

With more contacts with the outside world, especially the French-speaking African countries, the dire need for the teaching of French language was felt when Nigeria joined the OAU and the other international organisations. It was then that our leaders realized the importance of French language for communicating with Francophone African countries.

This prompted many conferences. One of such conferences was a conference of African States on the development of Education in Africa held at Yaounde (Cameroun) in 1961. At this conference, an unanimous decision was taken to introduce French in English speaking institutions of which Nigeria is one and English in French speaking institutions. This later led to a meeting of linguists on the teaching of a second European language at Yaounde in 1961.

It was not surprising that after the civil war, French was made compulsory in the first three years of secondary school course.

Today, French is one of the non—vocational electives in the school curriculum. The option is to choose either French or Arabic. However, there is this argument that imported languages should take precedence over one or other indigenous languages.

David (1974) recalls that the main aim of French is for communication. He emphasised that it was no doubt that English

French is no longer considered and taught as a classical language. The sole aim is not to enable pupils to study literature and civilization but to aid international communication. French speakers are urged to endeavour to have enough knowledge to communicate in French on an everyday level both orally and in writing. Thus, learners need to be able to understand a radio broadcast, read a newspaper article, hold a conversation or write a letter in French. These are emphasised in the current secondary school French syllabus. French language programmes should therefore be designed with the goal of meeting the challenge outlined above.

 

 

1.2.    STATEMENT OF THE PROBLEM

 

               French language as a subject in the FCT Secondary Schools has suffered due to lack of interest in the hands of students and even teachers. The school authorities have even worsened the Situation by not encouraging the study of the language. The reason being that French language is not needed and used in everyday communication. Nigerian indigenous languages are more useful for national unity and cultural consciousness.

               The basic difficulty encountered in learning French is lack of motivation on the part of students and French teachers. This lack of motivation arises from the ineffective teaching methods used by the teachers. According to Lownam (1987), teaching effectiveness results from the teacher's skill at creating both intellectual excitement and positive rapport in students. This is the kind of emotions and relationship that motivate them to do their best. In Nigerian schools, such necessary incentives are lacking and only few teachers and students are left on their own to read French. This lack of motivation is in effect caused by the non—availability of teaching aids such as film stripes, projectors, motion pictures, radio cassette and so on. This has resulted in high attrition rate of students in French. In Schools such as unity schools and some private schools where these teaching aids are available, there is still a high rate of attrition.

               In the FCT, French can be termed a ”necessary evil" in the sense that it is needed for even social interaction. One may come across French — speaking foreigner who has lost his way and who does not have a single knowledge of English. As a secondary student who has some stint of French language, one can be of great help. It has been reliably known that in French—speaking countries, all educated men and women have good knowledge of English. This helps in no small measure for easy international transactions and relationships with their English-speaking counterparts. The psychological effect is immense. There is a high sense of security and trust between a Nigerian speaker of French and People from the neighbouring French speaking countries.

               The need to ensure the teaching of French language in the FCT secondary schools is very essential. Also, there is need to ensure or improve on the reduction of the high attrition rate of students who register for French language at SS level. This can be done and sustained by providing conducive teaching and study environment both for the teachers and the students. Every effort should be made to improve the study of the French language in the FCT schools.

 

1.3.     OBJECTIVE OF STUDY

 

The aim of this study is to examine as accurately and objectively as possible the rate and causes of attrition in French at Senior Secondary level and to compare the rate of attrition between SS.1 and SS.3 students in French in Unity Schools, Public Schools and private schools.

 

1.4.    RESEARCH QUESTIONS

 

         The following research questions were asked:

 

1.    How many students have interest in studying French?

 

2.    What is the attrition rate between SS.1 and SS.3 in the three types of schools under study?

 

3.    What are the learners factors influencing attrition?

 

4.    What are the teachers related factors influencing attrition?

 

5.    What are the institutional factors influencing attrition?

 

 

 

1.5.    SIGNIFICANCE OF THE STUDY

 

For the first time, a detailed study will be made on the rate and causes of attrition in French in the FCT. It may seem good to digrate from emphasis on Nigerian languages to emphasis on the foreign language.

The importance of a second foreign language for international communication, national security, cultural problems, international transactions/trade cannot be over—emphasised. Joel Honigberg who is efficient in five languages has been quoted as urging students to combine language skills and business training.

French language study in FCT Secondary schools has been emphasised on the mass movement of foreign embassies and the Ministry of Foreign affairs into the Federal Capital Territory. The extent to which this has been emphasised at the primary level, the writer confesses is outside the scope of this paper.

However, the study will briefly acquaint us with social and international need of French in the FCT and the need to emphasis its study at the Senior Secondary levels. The study will therefore be of immense benefit not only for the school authorities but also for the affected ministries, parastatals and the Federal Government.

 

1.6.    SCOPE AND DELIMITATIONS

 

This research was carried out in the Federal Capital Territory, Abuja but due to the size, the number of schools involved and for more meaningful study, it was restricted to three selected secondary schools where French language is offered at Senior Secondary level. The writer has to limit the study to SS level because this is where the problem is a cute.

This study will not dwell on the relevance of French language in Federal Capital Territory as the seat of ECOWAS. It will neither dwell the relevance of the language to the students in general after their education. Rather, this study will concentrate on what influences the rate and causes of attrition in French that makes students lose interest as they advance higher to SS.3.

 

1.7.    DEFINITIONS OF KEY TERMS AND ABBREVIATION

 

For the purpose of this study, the following terms and abbreviations will be operationally defined.

 

§  AUDIO LINGUAL - This is related to speech and sound in language study

§  AUDIO VISUAL EDUCATION - This relates to the study of language by means of both sound and sight.

§  APTITUDE- Ability to learn easily and quickly.

§  BILINGUALISM-The habitual use of two languages by an individual or group of individuals.

§  COMMUNICATION - Sending or giving or exchanging of information or ideas.

§  CURRICULUM- A course of study especially at a school or College; a list of courses offered at a College, School or University.

§  COMPETENCE - A term used in linguistic theory to refer to a person's knowledge of his language, the system of rules which he has mastered so that he is able to recognise grammatical mistakes and ambiguities.

§  ECOWAS - Economic Community of West African States.

§  ELECTIVES - An optional course of Study.

§  ERC - Education Resources Centre.

§  FOREIGN LANGUAGE - Language that is not of one’s own country or race or tribe.

§  FCT - Federal Capital Territory

§  INTERNATIONAL LANGUAGE - Language common to or used by two or more nations.

§  JSS - Junior Secondary School.

§  LANGUAGE ACQUISITION - Implies the process of a biological faculty which enables individuals to learn and use their language.

§  LANGUAGE SKILL - Ability to speak a language well especially as a result of long practices experience.

§  METHODOLOGY - A branch of philosophy dealing with the science of method or procedure.

§  MOTIVATION - To make a course of study interesting to the student.

§  NAFT - Nigeria Association of French Teachers.

§  NATIVE SPEAKER - A term used in linguistics to refer to someone for whom a particular language is a "native language" (also called fis language" or "mother tongue"). Thus, this language having been acquired naturally in childhood is the one about which a speaker will have the most reliable intuitions.

§  PIDGIN LANGUAGE - any mixed language spoken usually in trade or on the street which uses the vocabulary form of the grammar of one of them.

§  PERFORMANCE – what is accomplished contrasted with ability

§  SSS – Senior Secondary School

§  STANDARD – A term used in socio linguistics to refer to a prestige variety of Language

§  RPGSS – Regina Paecils Girls Secondary School.

§  GSS – Government Secondary School

 

CHAPTR TWO

2.0.    REVIEW OF RELATED LITERATURE

2.1.    INTRODUCTION

A complete work cannot be done on the rate and causes of attrition in French language in the FCT Senior Secondary Schools without reviewing the works of other researchers in the field of foreign language teaching and learning.

               In this chapter attempt is made to review literature in the following areas: language, culture and society; motivation in language teaching and learning; effects of teaching aids on language study; effective instructional techniques for better language study, language acquisition and the current position of French language in FCT secondary schools. The final part of section of the literature review presents summary of the past performance of students in French in the secondary schools in Nigeria. Emphasis is laid on the materials gathered from books and articles on learning and teaching foreign language.

               According to Hubbuch (1989) the main aim of literature review is to enlighten us on the most recent patterns and trends that have been developing in research done on this subject.

               Literature will therefore be reviewed under the following subheadings: the concept of language, language, society and culture; language acquisition; student aptitude for language; students performance in French language – pasts records; motivation for language learning and teaching, teachers effectiveness; teaching techniques, instructional aids and students performance in French language in FCT

 

 

 

MAIN BODY OF THE REVIEW

2.2.    THE CONCEPT OF LANGUAGE

 

               Language has been regarded as a very powerful tool in the society. It has been attributed to the success or failure of our everyday activities, be it social, economic, political or academic.

               Language can be defined as "1e moyen de la communication qui consiste de sons vocaux" to which meanings have been assigned by cultural convention. This means that language is derived from culture which becomes permanent or to which the user becomes accustomed after long usage. Language relates to social environment. It affects the reasoning ability of a growing mind. This in a way forms a bridge between environment and heredity.

               Encyclopedia Universalis (1968) defines language as "a record of all the experiences of a community or even an individual". Language, societal, other expectations and behavioural cues are all inter—related and are all essential if an individual is to function effectively in the society.

               Language provides a vehicle for the transmission of technical inventions and social conventions within the framework of culturally and linguistically circumscribed possibilities. Every language has effect upon what people who use it see, what they feel, how they think, what they can talk about and how they organise the world around them.

               To a diplomat, language means more than an instrument for the conveying of an idea. It is also more than an instrument for working upon the feelings of others and for self—expression. Every language is a means of categorizing experience of an individual or a group. This depends largely on the pattern of linguistics habits people have acquired as members of that particular society, language influences how people of different nations perceive and interpret the world differently.

It has been observed that no one language is intrinsically inferior to another. It is a well-known fact that language has within them the germ or the faculty of improvement. This is the evolution of language. There is hardly any language which does not prove itself sufficient to satisfy all the wants of that society.

For Simon (1980), “Language is a tool for learning anything and there is no better way to sharpen or improve it than to study it along with some tongues other than your own”. This means that foreign language helps in no small measure to improve one’s natural language.

2.3.    LANGUAGE, SOCIETY AND CULTURE

               It has been emphasized that increasing contacts between peoples of different countries today enhance the importance of the language spoken by the world’s peoples.

               Yartseva (1980) rightly pointed out that language is not only a means of communication but also an embodiment of national and cultural values. It is through communication that people develop consensus (a shared set of meanings). In addition, it is when consensus exists that people are able to act as they can, then make fairly accurate predictions about one another’s behaviour. It has been observed that lack of knowledge in foreign language results in education with a limited vision of the rest of the world. Acculturation process is easier through learning another language. Without the knowledge of a foreign language, there exists in a given society cultural isolation. Valdman (1966) emphasised the relationship between culture, society and language. According to him, to learn just a language narrowly conceived without an understanding of the people's way of life, is not enough for co—operation between peoples of the modern world. Language is not self—dependent. It cannot be understood without reference to the culture of which it is a part and the social relations which it mediates.

A good knowledge of the culture of a people and of the society helps in a good understanding of the people. Societal, cultural education and learning should therefore go hand in hand.

 

2.4.     LANGUAGE ACQUISITION

               Attempt is made here to discuss the acquisition of language from early stage in life to adulthood. This will help to analyse the language skills in adults. Many socio linguists have tried to study language acquisition in one way or the other.

               Language acquisition is a natural occurrence. Unlike adults, children acquire language On their own. Nevertheless family, teachers and friends have influence on the development and Shape of that acquisition. Language is mainly used to communicate one‘s needs, for expressing feelings and ideas and for social interaction. Hence, the great need for everyone to acquire knowledge.

               There are two theories of language acquisition namely, environmental theory and innate theory. For environmental- theory, some linguists believe that imitation and reinforcement account for language acquisition. According to Burns (1983), people from childhood learn the language of their environment on which they improve till adulthood.

               On the other hand, innate theory of language acquisition states that language arises from within, not from external factors such as imitation and rewards. The proponents of this theory propose that we are born with a predisposition to use language.

               Burns (1983) made a list of how these linguists supported their theories thus:

 

1.    By noting the species— specific nature of language and the human anatomic and psychological features that enable language.

2.    Real human language cannot be taught to non—human forms of life.

3.    It is difficult to suppress language acquisition among all humans.

4.    The uniform sequences of development in all people. It has been proved that at a more matured level in life, more abstract use of language is made.

       Other theories of language acquisition are postulated by behaviourists like B.F. Skinner (1954) and Jenkins and Palermo (1954). They believe that language is learned through imitation. Thus, they relate language acquisition to imitation, reinforcement, successive approximation and shaping. These concepts have been used to teach language. They went further to develop the DISTAR language program.

       Another theory, the genetic theory by Carol Chomsky (1969, Menyuk (1963) states that language is not learned through imitation but is innate or instinctive.

       The socio—cultural theory These theories notwithstanding, there is a general layman's Simon (1980) pointed out that Americans like other people are still convinced that some force—God, mother nature has given a chosen few the 'talent to speak in other languages.

       In some places like the USA where multi—lingualism is being advocated, language educators seem to use forced immersion instead of the natural acquisition of language. Study carried out by Simon ( to speak English and Spanish was forbidden. This has resulted in high drop—out rate and also in friction between Hispanic and Anglo sections of a town.

       A similar study by Stewart (1981) revealed the same experience in South Africa. Attempts to enforce foreign language on students have resulted 1J1 riots. In 1976, Black African students in Johannesburg and other South African cities rioted because they were to learn Afrikaans, the language of the White South Africans who ruled them. Because language and culture are so closely related (connected), they saw an attack on their native language as an attack against their entire culture.

Simon (1980) still believes in the positive side effect of acquiring a second language—French. In an experimented program carried out in Munich, West Germany, learning French helped school children in their use of their mother tongue.

Bamgbose (1981) seems to have a contrary view of acquiring second language in the Nigerian society. Thus, he cautions ‘teachers of modern language to take another look at the teaching of French in the secondary schools in relation to the teaching of the other languages. He wondered how a student can. Be expected to do well in French, if having mastered his own Language for most of the early part of his life, he is just barely "finding his feet in English".

2.5.     STUDENTS' ATTITUDE TOWARDS LANGUAGE

 

This is otherwise known as the "gift. of tongues". In studying aptitude for foreign language Pimsleur (1964) debunked the fact that some children are not suited for language study and that a low score on an aptitude test provides an excuse or a justification for depriving a child/student of his opportunity to study a foreign language. He agreed that every child has the right to have a look at the world he inhabits through "more than one—eyed mono—lingual glasses".

A student may be generally intelligent and interested yet lack the gift of tongues. Modern language Aptitude Test by Carroll and Sapon (1958, 1959) was used to determine who is good at understanding and speaking a language. This includes number learning, phonetic script, Spelling cues and words in sentences.

Brann (1981) in his study of student aptitude for language states that it consists of ability in sound—symbol association (orthophony and orthography), rote and visual memory (for lexis and idioms), structural analysis and synthesis (for morphology and syntax). Though it has been suggested that people with aural dysfunction should not be allowed to study language, it has been proved that with practice, such defects can be corrected.

In the past, language teaching emphasises reading, comprehension of formal texts dealing with literary topics and largely evaluated in terms of repertoire size. But today, emphasis has shifted to the production and comprehension of casual speech dealing with interpersonal and intercultural topics and is largely evaluated in terms of lack of interference.

Once the sentence makes sense to the hearer, the language is effectively communicated. The current language aptitude test includes the students ability to read the text, write a couple of pages and hold a simple conversation. These are the four skills we aim at in our students at the senior Secondary level. Hence, now that communication is vital, French is no longer considered as an intellectual subject.

 

2.6.    STUDENTS' PERFORMANCE IN FRENCH LANGUAGE — PAST RECORDS

               The low performance and drop-out problems in French has attracted the attention of Nigerians in bilingual Education.

They have made attempts in various studies to sustain and improve French language teaching/learning but to no avail. This has prompted them in researches to find lasting solution to these problems.

               Obanya (1971, 1973) linked the poor performance to lack of trained teachers and where available, the inability to retain their services. Another problem is that of drop—out. This according to Evans (1972) is the large scale abandonment of the language (French) after the junior class.

               A research carried out by Obanya (1974) in Lagos City Secondary schools showed that 80% of those who started French in the first form dropped it by the time they go to the 5th form. Another study in Ibadan by' Obanya (1972) showed that French increasingly became unpopular as students progressed in secondary school higher levels. Other studies carried out in later years by Okwudishu (1994) and Obanya (1981) still reveal mass drop-out and poor performance in French language.

               Obanya (1981) investigated the possible linguistic psychological and pedagogic aspect of French language drop—out in Nigerian secondary schools. In his study, some students who did not like French gave the following reasons: lack of interest, laziness, lack of language aptitude, poor teaching, negative influence of friends and parents, bad text books, poor examination performance, lack of opportunity to use French, pressure of other school subjects and a feeling that French is not useful.

               In a similar study, Okwudishu (1994) pointed out that as a result of the emphasis on the study of science and technology and in language education of mother tongue, the major Nigerian languages and English as contained in the National Education Policy, there was a gradual de—emphasis of French as a subject at the post—primary level. The result of this de—emphasis according to her is that in many of the schools where French is being offered, only majority of candidates offer it at junior WAEC examination. The number decreases from SS.1 through SS.3 to the extent that during SSCE, there is no single candidate offering French.

               In another study, Okwudishu (1994) carried out in a nearby Federal Government College in FCT with a population of 1,600, it was noted that 6 of 196 candidates who sat 1993 junior WAEC offered French. Only one retained it as one of the subjects for SS.1. This means that by the time they get to 88.3, there may be no one offering French at all.

               Another study by Madubuko (1994) at Government Secondary‘ School, Karu showed that out of thirty—five students who registered for French in 88.1, only five were retained in SS.2 and only 1 in SS.3. These drop-outs at the Senior Secondary level contradicts the notion by Omolade (1981) that French seems to belong to the upper region of secondary life. This author is not alone in this view. Way back in 1962, Bevan (1962) stated that "it may be that a course of French starting in the V1th form might be the answer in many schools ..... With a view that their immediate future pupils will have greater incentives and thus increased application". However, these drop—outs have posed a lot of problems for the French teachers who now see themselves as being underutilised. In the same study carried out in FCT Secondary schools by Okwudishu (1994), it was discovered that in most cases, teachers were forced to teach other subjects which are not related to French language. Reasons according to her, range from the fact that French is not offered in that school to that of not having enough teachers to teach other subjects.

Bamgbose (1981) suggested that students performance in French would improve if there is an improvement in motivation of students and also in the amelioration of the linguistic situations in which students have to operate. These will be fully discussed in the next section.

2.7.     MOTIVATION FOR LANGUAGE LEARNING AND TEACHING

For effective learning of the French language, the students as well as the teachers should be intrinsically and outwardly motivated. A student should have a natural interest in the language. Also a variety of activities stimulates interest; Such activities are excursions, scholarship awards and school exchange programs.

               Buenyem (1994) pointed out that the teaching of French is greatly attractive if various French indigenous companies contribute their own quota to encourage the learners and teachers of French. For a language to be studied with zeal, interest and encouragement must be there.

               If French oil and construction companies in the FCT invite students and interact in French, the students will learn new things outside the school environment. Buenyem (1994) still emphasised that to learn a foreign language is to involve the original Speakers of the language to assist the learners in whatever form.

               Simon (1980) suggested that foreign students in USA could be used as teachers of their language. "These students could- also bring us their language and culture if we could let them". In order to confirm their interest in the foreign language, Simon also quoted Gleazer Jnr. who is of the View that "We are interested in foreign languages and international education because we are trying to qualify people".

               Unfortunately the above notion of the importance of foreign language (French) has not been properly construed in Nigerian in general and the FCT in particular.

               Yet some of the ways to improve or encourage the teaching of French is through seminars, conferences, workshops and competitions for students and teachers. These are to be sponsored by the French government through its agencies. It is encouraging to hear that the NAFT in conjunction with the French Embassy and CTDF have done a good job in this area. Each year, workshops are held for French teachers at Jos or at the ERC Abuja to furnish teachers with the most current methodology of teaching French. These new methods can awaken students interest in the subject.

               It can also be argued that the learners attitude towards the People that use a language influences his motivation and his Capacity to learn the language. It is impossible to avoid giving some impression of a people's way of life as language is being taught, Nevertheless, it is important we give accurate impression for the sake of international relations and for the sake of a true understanding and enjoyment of a foreign language. The rewards of language study must be made more practical, realistic and remunerative.

2.8.    TEACHERS EFFECTIVENESS

               Anthropologists, psychologists and sociologists have made several attempts to study the complex phenomenon of human language.

               Valdman (1966) emphasised that the responsibility for imparting linguistic competence and inducing linguistic performance lies with the classroom teacher. In order to achieve this, the teacher has to manifest his ability to impact knowledge to induce skills and to motivate learners for various groups and socio—economic levels.

               To be effective, the foreign language teacher must have flawless and fluent command of the target language. He must also be familiar with the culture and institutions of the target language community. In other words, the language teacher must have a good knowledge of the culture and language of the society that uses the language.

               Norton (1966) lamented that he was not able to impart French language effectively on his students when he came back from Paris because he was only interested in the spoken French in which he excelled without knowing much of the French culture and society. In addition the teacher must have detailed knowledge of the target language and the relation of that structure to their aspects of behaviour. Equipped with suitable materials such as prognostic and proficiency tests and trained to utilize the mechanical and electrical teaching aids, the language teacher can improve his effectiveness.

               Language teachers should strive to think out new ways to stimulate students interest. This can be done when the teacher combines a spectrum of creative techniques with a little common sense and a great desire to trust, understand and stimulate her ‘ Simon (1980) cited how Bonnie Gllyda, a French teacher ‘ students at Fugene Borroughs Junior High School in Maryland made her class interesting by using laughter, joke and so on.

               In a report presented by Madubuko (1994) on the problems and prospects of teaching French in Government Secondary' School, Karu, it was observed that students tend to run away from a ‘ subject if they don't like the teacher. She advanced poor ( rapport in form of harshness of the teacher as responsible for sudden lack of interest. She advised that the French teacher should try to be friendly and inviting so that students will be attracted to him or her. "If a student hates the teacher, he must also hate the subject he is teaching" she cautions.

               Research carried out by Valdman (1966) has shown that the finest of laboratory equipment improperly directed will not produce a good language project. This means that successful language instruction depends largely on the teacher. According to Valdman (1966) some of the best teachers use the laboratory equipment while some do not.

               According to Lownam (1987) "teaching effectiveness results from the teacher's skill at creating both intellectual excitement and positive rapport in students". It also results in the kinds of emotions and relationships that motivate them to do their best. All these can ensure effective teaching in the classroom.

2.9.    TEACHING TECHNIQUES / METHODS 

               Lack of application of effective methods based on the latest militates against French language teaching in the FCT. Faced with the exigencies and pressure of the classroom, the foreign language teacher tends to teach what he was taught.

               Various teaching techniques have been applied by the teachers to motivate the student to learn the French language. Hence attempts have been made to review the most effective teaching methods. According to Mills (1982), “the effectiveness of any teaching method can be enhanced if the subject matter is interesting, relevant, well prepared, arranged in sequence and presented in a manner using audio visual as much as possible. There must also be active class participation. Thus the teaching method can be transformed into a live experience both for the class and for the teacher. This can be done by reducing the time and having a well-planned topic broken up into sections of five minutes each by employing questioning, discussion and using visual aids to wave off boredom or saturation.

               One of the methods that is most appropriate for language teaching is the assignment and discussion method. In using this method, ideas are pulled by the teacher and the students. A task is suggested by the teacher which is a challenge and calls for efforts and initiative. This work involved is observation of films, after which a discussion is held. This method ensures active participation of the class. It encourages initiative and the habit of finding things out for itself.  Another method is role playing method or playlets. In this case a little play acting has a great appeal on the learner. Interest is easily roused. It teaches visually and aurally. It is useful in giving a background idea of teaching techniques which is acquired by imitating the example of experienced men.

               It can be performed before a large class. It creates a pleasant atmosphere which activates or sweetens a tired class. properly carried out, it makes for a good friendly relations between the teacher and students. The learners see the instructor in a new light and see a little of his human side. In using this method, efforts should be made by the teacher to avoid over—acting.

               The main duty of applying these methods effectively rests on the teacher. It has been observed that the teacher is the initiator and facilitator of actions in the classroom. This means that he is only there to direct the students on what to do.

               Mills. (1982) observed that for a teacher to teach effectively, he must understand and make use of appropriate teaching method for each topic. This goes a long way to enhance learning. Learning is only meaningful if it is organized in such a ways as to emphasize and call for understanding, insight, initiative and participation. In such ways the interest of the learner is captured and learning made easier.

               Despite the efforts of teachers to make use of the above mentioned methods observed that the language. This militates against French language teaching in the FCT. Also faced with the exigencies and pressures of the classroom, the foreign language teacher tends to teach what he was taught-

               At this juncture, one is attempted to ask "To what extent do the teachers modify their established concept of teaching method and learning theories to suit the local conditions. It is for the purpose of instituting mechanisms through which new ideas and techniques could be disseminated to reflect the locality that the Nigerian Association of French Teachers (NAFT) in conjunction with the Centre for French Teaching and Documentation (CFTD), Jos organised a workshop for French teachers in the FCT at Education Resource Centre (ERC), Abuja in 1996. The workshop, directed by Dominique Fancelli, was attended by three other French instructors entrusted with the training of French language teachers in new methods of French instruction. The main aim of the workshop was to initiate French teachers to communicative methods of teaching French. This method encourages the use of materials in the locality.

In addition, series of lectures were offered such as "Activites Communicatives" by Sarah Christ Bulus; ”Articles de journal" by S. Martini, "Acte de Pareolle" by T de Douhet — among others. Kim (1996) also enumerated other methods such as "la method directe qui comprend la methods audio—visual”. This direct method is also an emphasis on activity and on the oral Presentation of materials. Other methods are la methodologie orale, la methode active, la methode audio - visuelle.

               Another method according to Simon (1980), is language immersion _ that is taking regular curriculum in another language' (French). ”French immersion and French Emphasis" is described as a school where children enrol in the French immersion classes and learn their subject matter in French. In an immersion school, students use French rather than English. They are taught throughout the day in French, learning to speak, read, write and think in that language, while mastering basic skills in the‘ school curriculum. Evidence has shown that students will become more competent faster in communicating in a foreign language by being immersed in the language and the culture in which the language is used. In addition to being fluent in French, students gain deeper insight into the culture. This will enhance better and easier interaction with French people.

Iwala (1974) observed that lack of effective instructional technique constitutes the problems we have in French today. She defines la methode directe as "la methode audio—visuelle et audio—orale qui utilise des images comme point de depart de la comprehension" as found in France Afrique. La method communicative is mainly used in Trans Afrique.

               However, no matter the method used, the learners should be made to be "doing things" or be active by presenting the syllabus in the most practical and useful way (with the teacher being the director).

2.10.  INSTRUCTIONAL AIDS AND STUDENTS PERFORMANCE IN FRENCH LANGUAGE

Instructional materials (aids) are described as “des images pour attirer les attentions des etudiants et aussi pour les motiver a bien participer a la lecon.

Students performance are affected by lack of instructional materials such as films, radio, magneto phone, video, TV, language laboratory. Where these are available, there may not be enough time because of the time constraints and the inability of the teacher to man them well. Non availability of books due to high cost has resulted in the low performance in French.

Research has shown that where available audio-visual aids are useful instructional materials. They help to render situational teaching more alive. They also help to eliminate constant use of English. According to David (1975) “…. The teacher is a chief audio-visual element and … remains in control of all the others”. This means that the teacher by using gestures, direct active method serves as a very efficient teaching aids to the students.

               David (1975) made a brief survey of the most readily available aids.

1.    Realia – small easily transportable objects which are useful during the integration phase. They made French exercise more meaningful.

2.    Drawing – making a sort of recognizable representations on the board or on a sheet.

3.    Figurines

4.    Flannel boards

5.    Pictures

6.    Slides

7.    Projectors

8.    Puppets

9.    Language laboratories

10. Tape recorders

11. Radio and Televisions

12. Maps, photographs, paper wall pictures, etc

These teaching aids are all valuable and convenient to use. Teachers are advised to vary their use of equipment e.g. using flannel board, projector and tape recorder at the same time.

2.11.  FRENCH LANGUAGE IN THE FCT    

The importance of acquiring knowledge of many international languages cannot be over emphasized. In addition, the importance of French Vis-à-vis the other school disciplines cannot be overemphasized when one realises that most international conferences are held in Abuja.

   The learning of French is not only a mere academic pursuits which ends in the school environment. Martini (1994) quoting margarine and others recalls that “l’enseignement (du francais) doit se centrer sur l’apprenant et les besoins specifiques de celui-ci ‘’

   French language is one of the subjects taught in most secondary schools in FCT. It has been observed that the teaching of French in these schools focuses on the Junior Secondary Session due to the fact that every student is compelled to offer. It is unfortunate that French as a foreign language has suffered lack of interest from students in senior secondary schools. The French teachers do their best by applying different teaching methods such as songs, plays and so on in luring the students.

Some are attracted but withdraw immediately they get to the SS class. Their reasons for dropping French are there are always clashes in the time table; they are already offering Nigerian languages and English language; they fear ending up as teachers if they take French seriously, they f ear that those who studied French are under-used. Others are that they are not well advised on the usefulness of French language, and that they did not learn French at the primary school level.

   All these are evidence that SS students in the FCT schools do not find it easy to learn French. One is tempted to suggest like Reischauer did that French language instruction should come early in the educational process at the primary level.  This is because it can serve as a fundamental sharpner of the child’s perception of the world. It can also help him accept the fact that there is much in the world that differs greatly from what he sees around him. Also, at his level the young child learns a foreign language with ease and pleasure. Study has also shown that those who started language at the primary school level did their best.

   These hindrances notwithstanding, some schools like government Secondary School, Tuntun Wada, Federal Government College, Kwali, Regina Paecis Girls Secondary School, Garki, Government Secondary School, Wuse, and Government Secondary School, Karu have strived to register students who offer French as senior secondary levels. The sad news is that these French classes still record decrease instead of increase as they progress higher study by Okwudishu (1994) has shown the constant down drift of French students to the extent that French studies in Nigeria in general and FCT in particular has become an endangered species.

   But for the emphasis on the study of French as the second official language, French language in the FCT would continue to suffer. Thanks to the present Military Administration, there are recent plans to boost the teaching of French not only in the FCT but in Nigeria in general.

2.12.  SUMMARY OF LITERATURE REVIEW

   In conclusion, the above information on the concept of language, language acquisition and other topics that have been discussed in this chapter is the panorama of write-ups by seasoned language educators.

   It has helped in no small measure to widen our knowledge on the current trends in language teaching and learning. This will in turn help the writer to know where FCT French students are lacking. It will also help to put the issues of the rate and causes of attrition in French language in the FCT Senior Secondary Schools in the right perspective.

CHAPTER THREE

3.0.    RESEARCH, DESIGN AND METHODOLOGY

3.1.    INTRODUCTION

This chapter is on the methodology used to gather information for this project. Data used for this study are collected from two sources.

a.    Primary source

b.    Secondary source

   In primary source according to Hubbuch (1980), a researcher sets out to gather his or her facts or evidence by going directly to the source itself. Primary Source data therefore are obtained from the researcher’s tests, experiments and inquiries from old records.

   Secondary source on the other hand consist of data obtained from journal, schools and so on. Here, the researcher looked at the work that has been done by experts in the field. It includes information gathered from the library in terms of literature review.

   Combinations of these two sources are used to gather information for this study.

3.2.    METHODS OF DATA ANALYSIS 

   The data collected were analysed by means of simple percentages. The responses from the teachers on a particular research question were presented in a table form alongside the obtained figures in percentages. The data collected were then discussed in details in sentences after each tabular form.

   The number of responses was placed over the total number of respondents and multiplied by 100. Thus   x  = D

Where x = responses, W = total responses, D = data collected

   Conclusions were drawn depending on whether the responses were favour or against the research questions posed.

 

 

3.3.    POPULATION, SAMPLE, SIZE AND SAMPLING PROCEDURE

There are 33 secondary schools in the FCT with a total of 40,135 students.

Out of these 33 secondary schools, only 3 have been sampled. The French students at Senior Secondary level in these Schools are 123 in number. A stratified random sampling procedure is used. This is to ensure at all the three categories of secondary schools in the country are included: Public School, Private and Unity Schools.

   The pre-research information that was made available revealed that all the secondary schools in FCT have students offering French at SS levels. Most of them stopped offering French at the JS levels, while others do not offer French at all due to lack of teachers.

Government Secondary School, Wuse – public school

Regina Paecis Girls Secondary School, Garki – Private school

Federal Government College, Kwali – Unity school

The three secondary schools selected were deemed qualified for the study because they were the only ones that offered French at SS level during the year under study.

3.4.    INSTRUMENTATION

   Questionnaire and interviews were used as the research instruments. A set of 30 questionnaires were distributed to teachers in the three selected schools. The questionnaires were designed to find out the opinions of graduates and non-graduates in the rate and causes of attrition in French in FCT SS in the year 1990-1997. They were also designed to find out the rate of attrition between SS1 and SS3 in the three schools and to calculate the attrition rate.

   A checklist of 30 questions was distributed to 7 informants. The questionnaires were distributed by hand and not by post to avoid the possibility of any missing in transit. All the questionnaires distributed were filled and returned on the spot. This made it possible for a 100% return of the questionnaire to be attained.

   Interviews were conducted for the purpose of finding out opinions of the school authority on the rate and cause of attrition in French in SS3. Three subjects were interviewed to find out their opinions. They were: The Principal, Regina Paecis Girls Secondary School, Garki; Subject Head, French Language F.G.C Kwali; Subject Head, French language G.S.S Wuse. The interviews were of the unstructured type in order to obtain honest and genuine responses.

3.5.    DATA COLLECTION AND PROCESSING TECHNIQUES

   The subjects for the study were thus drawn from the public, one private and the unity school respectively in the Federal Capital Territory. They were selected from the population of French Teachers and Principals. They consist of 5 French teachers, 1 Principal and 2 representatives of the Principals who held the post of subject heads for the French language.  

   Qualification of these teachers could be stratified into French, NCE and BA French PGDE graduates. The Principal, though not a French graduate is an experienced educationist. Subjects for the questionnaires and interview are aged between 30 and 45 years old. They are both males and females with many years of experience in the teaching of the language.  

CHAPTER FOUR

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

INTRODUCTION TO THE CHAPTER

In this chapter, that data collected are presented in accordance to the research questions. Research analysis is based on primary consisting of questionnaires and interview. The responses from teachers on a particular question were presented with respect to fishing evidence for each question.

SCALE 1: DEMOGRAPHIC DATA

CATEGORY	DISTRIBUTION NUMBER	PERCENTAGE
Sex
Male	4	57.1
Female	3	42.8
Total	7	100%
Age
1-30	1	14.2
30 and above	6	85.7
Total	7	100%
Year of teach. Exp.
1-3	1	14.2
3-6	2	28.5
6 and above	4	57.1
Total	7	100%
Qualification
BA / B.ED	3	42.8
NCE	4	57.1
Total	7	100%
Major / Minor
French / English	3	42.8
French / Yoruba	1	14.2
French / History	-
French only	3	42.48
Total	7	100%

 

Table 1 above is the demographic data of teachers in the school under study.

4 out of the seven teachers interviewed are female this forms 57.18 while 3 or 42.8 are males. 

1 out of 7 teachers which is 14.2 is aged between 20 and 30 years old while 6 or 85.7 are aged 30 years and above.

1 or 14.2 of them has 1-3 years teaching experience, 2 or 28.5 have 4-6 years teaching experience while 4 or 57.1 have 7 and above years teaching experience.

3 or 42.8 of the teachers have BA/B.ED while 4 or 57.1 have NCE

3 teachers or 42.8 out of the total number of 7 teachers interviewed studied French / English, 1 or 14.2 studied French / Yoruba while 3 or 42.8 major in French only.

            TABLE II: RATE OF ATTRITION BETWEEN SS1 AND SS3

         

CLASS	YEAR OF STUDY	GSS, WUSE	RPGSS GARKI	FGC, KWALI
SS 1	1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97	12 - 18 14 23 5 10	- - - - 13 - -	- - - - - 1 -
SS 2	1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97	- - - 7 6 4 2	- - - - - 8 -	- - - - - - 1
SS 3	1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97	- - - - 1 3 -	- - - - - - 4

 

Looking at the table II above, it can be observes that in GSS Wuse, 12 students enrolled in French in SS 1 in 1990/91. The number decreased to nil when they moved to SS II and SS III in 1991/92 and 1992/93 respectively.

In 1991/92 nobody offered French in SS 1. The same applied respectively. This means that between 1991/92 – 1993/94 sessions there was no enrolment in French in SS III / SSCE.

In 1992/93 in the same school, 18 students enrolled for French in SS 1. In 1993/94 when the same group was promoted to SS II, the number decreased to 7, and then in 1994/95, the number increased further to 1 in SS III. This means that only one student out of 18 students that started French in 1992/93 offered it in SSCE in 1994/95.

14 students enrolled for French language in 1993/94 in SS 1 in their SS II in 1994/95, the number dropped to 6 then to 3 in SS III in 1995/96.

An Impressive number of 23 students enrolled for the subject in SS I in 1994/95, the number dropped to 4 in their SS II in 1995/96. Then in 1996/97 when this same group was in SS III nobody offered the subject.

In Regina Paecis Girls Secondary School, Garki there was no enrolment in French in the years 1990/91, 1991/92, 1992/93, 1993/94 in SSI. This is because the school, being a new school did not have any Senior Secondary School. It was only in 1994/95 that 13 students enrolled for French in SS I, in 1995/96 the number decreased to 8 in SS II and then to 4 in 1996 /97 in their SS III. These (four) students were the only ones who sat for French at SSCE.

There was no enrolment for the subject in SS II in the year 1990/91, 1991/92, 1992/93, 1993/94, and 1994/95.

As a result of none enrolment in SS I and SS II in the previous years, there was also no student that offered French in previous years, there was also no student that offered French in SS III in 1991/92, 1992/93, 1993/94, 1994/95, 1995/96.

The case of FGC Kwali is similar to that of RPGSS Garki. There was no enrolment for French in the years 1990/91, 1991/92, 1992/93, 1993/94, 1994/95, 1995/96, 1996/97 in SS I. it was only in 1994/95 that only one student enrolled in SS I, this same number continued in SS II in 1995/96 and also in SS III in 1996/97.

No student enrolled for French in SS II in the academic sessions 1991/92, 1992/93, 1993/94, 1994/95, 1995/96 and 1996/97. Also in 1992/93, 1993/94, 1994/95, no student offered French in SS III. In 1995/96 only one candidate enrolled as an external / private candidate and sat for it as SSCE.

TABLE IIIA: CALCULATION OF ATTRITION RATE GSS, WUSE.

YEAR	SS I	SS II	SS III	RES. ATTRIBUTION
1990-1993	12	-	-	100%
1992-1995	18	7	1	94.4%
1993-1996	14	6	3	78.6%
1994-1997	23	4	-	82.6%

 

TABLE IIIB: R.P.G.S.S. GARKI

YEAR	SS I	SS II	SS III	RES. ATTRIBUTION
1994-1997	13	8	4	69.2%

 

TABLE IIIC: FGC, KWALI

YEAR	SS I	SS II	SS III	RES. ATTRIBUTION
1994-1997	1	1	1	0%

 

            The attrition rate emanating from table II can be explained by the calculation of the attrition rate in each of the three secondary schools under study.

            The attrition rate is calculated thus: the difference between the enrolment in SS I and SS III divided by the enrolment in SS I multiplied by 100.    x  = AR

Where D – The difference in number in SS I and SS III

            E – The number of enrolment in SS I

            AR – Attrition r ate

            Evidence from table IIIA shows that the attrition rate in G.S.S, Wuse is very high. Between 1990 and 1993, the attrition was 100% in 1992 – 1995 the attrition rate was 94.4% in 1993 – 1996 it was 78.6% while in 1994 – 1997 the attrition rate was 82.6%

            In RPGSS, Garki (as shown in table IIIB, the time sequence involved  was only between 1994-1997. This is because there was no candidate in the previous time sequence. The attrition rate was 69.2%

            As shown in table IIIC, the attrition rate in FGC, Kwali is very low. This is because of the small number involved. The attrition rate was 0%. Only one candidate started French in SS I and stayed on to offer it as SSCE.

TABLE IVA: TEACHER FACTORS INFLUENCING ATTRITION

a)   Teachers’ opinion about their qualification for the teaching of French.

Statements	Yes		No
	No	%	No	%
Do you think your programme equipped you sufficiently to teach French in SS I, SS 2 and SS 3	3	42.8	4	57.1
Do you aspire to any higher qualification	7	100	-	-
Have you ever attended a French language workshop	6	85.7	1	14.2
Do you belong to any association of French.	7	100	-	-
If no (to question 15) would you be interested in being a member of one.	-	-	-	-

            Table IVA above represents the teacher’s responses about their qualification for the teaching of French. 3 or 42.8% are of the opinion that their preparatory programme equipped them sufficiently to teach French in SS I, SS 2, SS 3 while 4 or 57.1% answered negatively.

            All the teachers or 100% agreed that they aspire to a high qualification

            6 or 85.7% answered affirmatively that they have attended a French language workshop while only 1 or 14.2% answered negatively.

            All the teachers or 100% affirmed that they belong to a French association.

 

 

TABLE IVB: TEACHERS RESPONSES ON THEIR METHODS OF TEACHING FRENCH 

Statements	Yes		No
	No	%	No	%
Do you feel that you have enough time for preparation of lessons prior to teaching?	7	100	-	-
Do you use supplementary materials?	2	28.5	5	71.4
Do you make effective use of the teaching aids?	3	28.5	5	71.4
Do you use effective methods to improve teaching skills?	1	14.2	6	85.7

 

Table IVB represents teachers responses on their methods of teaching French.

All the teachers or 100% agreed that they have enough time for preparation of lessons prior to teaching.

2 teachers out of 7 teachers interviewed answered yes that they have supplementary materials while 5 or 71.4% answered No.

2 or 28.5% of the teachers agreed that they are very familiar with the teaching aids and can manipulate them while 5 or 71.4% answered negatively.

Only 1 or 14.2% of the teachers agreed that he uses effective methods to improve teaching skills while 6 or 85.7% answered No.

 

TABLE VA: LEARNERS FACTORS INFLUENCING ATTRITION

Teachers opinion regarding students attitude to the learning of the French language.

Statements	Yes		No
	No	%	No	%
Students feel that French is not useful in our society	6	85	1	14.2
Students find it difficult to learn a second language	7	100	-	-
Students speak French always both outside and inside the classroom	-	-	7	100
Students have the recommended textbooks	1	14.2	6	85.7
Students lack interest in French	7	100

 

Table VA represents teachers opinions regarding students attitude to the learning of French language.

6 out of 7 or 85,7% of the teachers are of the opinion that students feel that French is not important in the society while 1 or 14.2% is of a contrary opinion.

All the teachers did not agree that students speak French always both outside and inside the classroom.

Only 1 or 14.2% of the teachers affirmed that students have the recommended textbooks while 6 or 85.7% said No.

TABLE VB: REASONS WHY STUDENT LACK INTEREST IN FRENCH LANGUAGE

Reasons	Number	Percentage
Poor teaching techniques	7	100
Parents influence	7	100
Influence of friends	7	100
Lack of instructional aids.	6	85.7

 

Table VB represents teachers reactions on the reasons why students lack interest in French language. 100% or all the teachers interviewed were of the view that poor teaching techniques, parent influence, influence of friends are reasons why students lack interest in French Language while 6 or 85.7% attributed this to lack of instructional aids.

TABLE VI: INSTITUTIONAL FACTORS INFLUENCING ATTRITION

Via teachers responses on institutional related problems

	SA		A		SD		D
	No	%	No	%	No	%	No	%
In my school, teachers have too many teaching period					5	71.4
Textbooks used by students in SS I – SS 3 in the year 1990 – 1997 were adequate							4	57.1
In my school, students are motivated by taking competitions excursion, scholarships, French exchange programme, having enough time	7	100
The school authorities encourages their French teachers by sending them on overseas French language courses, paying them extra allowances							5	71.4
As a bilingual teacher I gain a lot of benefits from the school authorities					7	100

 

Table VIA shows teachers responses on institutional related problems. 71.4 are of the view and strongly agree that teachers have too many periods; 57.1% or 4 teachers disagree that three are adequate textbooks for the students.

100% strongly agree that students are motivated by taking part in French competitions, excursions, scholarships. Etc.

71.4% or 5 teachers disagree that the school authority encourages their teachers by sending them on overseas French language courses, paying them extra allowances and organizing workshop for them.

100% or all the teachers strongly disagree that they gain a lot of benefits from the school authority as bilingual teachers.

TABLE VII: TEACHERS AND STUDENTS RESPONSES ON THE AVAILABILITY OF TEXTBOOKS.

 

Lists of textbooks	Available			Not available
	No of Sch	No	%	No of Sch	No	%
Une vie de boy	2	4	66	1	-	33
Trois pretendent un mari	1	2	33	2	-	66
Conles traditionnelles	-	-	-	3	-	100
Transafrique	3	6	100	-	-	-
France Afrique	3	20	100	-	-	-
Bonjour L’Afrique	-	-	-	3	-	100
Pierre et seydou	-	-	-	3	-	100
Dictionnaires	-	-	-	3	-	100

 

Table VII represents the findings made on the availability of French textbooks necessary for teaching at SS level. It is evident from the table that the only textbooks available in all the schools are transafrique and France Afrique. One school has 2 copies of trois pretendant un Mari. 4 copies of une vie de boy can be found in two schools. Most of other essential textbooks are not available in majority of the school under study.

 

4.2.    FINDINGS

4.2a. RESEARCH QUESTION I

What is the attrition rate between SS I and SS 3 in the three types of school under study?

            The attrition rate emanating from table II can be explained from the result of the findings which indicated that attrition rate is very high at G.S.S Wuse. In the year 1990 – 1993 the attrition rate is 94.4%. also the year 1993 – 1996 recorded an attrition rate of 78.6% while 82.6% is the attrition rate in 1994 – 1997.

In RPGSS, Garki, the findings indicate a moderately high attrition rate of 69.2%. 13 students registered for French in 1994 in SS I, 8 students continued in SS II in 1995 and only 4 students end up offering it at SSCE in 1997.

While in FGC, Kwali the attrition rate is 0%. This is because of the small number involved. It can also be explained from the fact that the number is constant – 1.

The result of the findings indicate that the attrition rate is not the same in all the schools under study. This is because there were no candidates in the previous time sequence in such schools as RPGSS, Garki and FGC, Kwali.

4.2B.   RESEARCH QUESTION II

      What are the teacher factors influencing attrition? As can be seen from table IVA, the finding exposed the inadequacy and ineffectiveness of French teachers in the three secondary schools in terms of quality. The greater number of teachers are not sufficiently equipped to teach French in SS I, SS II, SS III. Most of them teaching the subject are NCE holders who are not professionally qualified to teach French at the SS level. They therefore aspire to higher qualification, attend French language workshop belong to French associations in order to enhance and update their knowledge in French language teaching.

            In table IVB, the teachers exposed the effectiveness of the methods of teaching French adopted by French teachers. They neither make use of communicative nor direct method play let nor film show method this makes the students lose interest in the subject.

It can also be observed that teachers do not make effective use of supplementary materials and instructional aids despite the f act that they have enough time for preparation of lessons prior to teaching.

These militate against their effective teaching of the subject. In effect, it gives rise to constant attrition in the number of students offering the subject as they go higher in class.

RESEARCH QUESTIONS III:

What are the learners factors influencing attrition?

Table v revealed teachers opinions on the students attitude to the learning of French language. The finding exposed lack of interest shown by the students on the learning of French language due to the influence of parents and friends. This has greatly affected their performance. Having been biased with the notion that the French language is not important in the society, that other professions are more lucrative than French, those students opt for other subjects that would enable them become doctors, engineers, pharmacists and so on. All the persuasions by the French teachers for them to recognize the importance of French language at both national and international levels always fall on deaf ears.

The findings also exposed the difficulty experienced by the students in learning French as a third language. This is worsened by the fact that they do not have the recommended textbooks. In addition, students do not always speak that French language both inside and outside the classroom. This affects their fluency and competencies in oral French. Being shy of expressing themselves in French, they shy away from the subject. This results in no small measure in the high rate of attrition as they move higher in class.

RESEARCH QUESTION IV

What are the institutional factors influencing attrition?

On the institutional factors influencing attrition, the finding revealed teachers responses on institutional related problems. Most of the teachers indicated that they do not have too many periods. This is not in line with how many periods are allotted to English language. As a language, French language is supposed to have many periods to allow enough time to cover all the aspects of the language course like oral French, composition , literature in French, grammar, dictation, translation and so on. Although students are exposed to these courses, they are not well taught due to lack of enough periods.

On the motivation of teachers and students, it was discovered that students are motivated by scholarships, prizes, competitions, excursions, French exchange programmes while teachers are rarely encouraged by the school authority. They are neither sent on overseas French language courses nor paid extra allowances. As a bilingual teacher, teachers gain little or no benefits from the school authority.

This lack of motivation on the teachers parts contributes to the constant increase in attrition rate of the students teachers do not put in their best.

As can be observed from table VII, students do not have the recommended textbooks due to scarcity and high cost of the textbooks, while all the schools have enough transafrique and France afriqu, not all the schools have enough une vie de boy, trois pretendant un mari, bonjour l’Afrique and so on. Students without the required textbooks are like farmers without hoe and life. They can achieve little or nothing during the French lesson.

 

4.3.   SUMMARY OF FINDINGS

The following findings emerged after the analysis of the data collected through copies of questionnaire administered and these findings provide answers to the research questions formulated for the purpose of the study.

1.    In all the schools under study, the number of students that offered French at SS level decreases as they go higher in class. The attrition rate is usually very high.

2.    There is shortage of staff and those available are inadequate both in number and quality in FCT senior secondary schools.

3.    Students use ineffective teaching technique in most schools.

4.    Essential and recommended textbooks are not enough in the three schools under study for students to use during lessons

5.    From the perception of the teachers and school authorities, French language is not useful and therefore not needed in the Nigerian society. This notion directly or indirectly affects the students interest in and choice of the subject.

CHAPTER FIVE

SUMMARY, CONCLUSION, RECOMMENDATION

This chapter presents the summary, conclusion of these study recommendations that emanate from the findings.  

SUMMARY

Based on the available evidence from this research work, French language study has suffered attrition at the senior secondary level where it is studied in some schools. This study has undertaken to carry out the rate and causes of the attrition as students  move higher in class.

From this study it was discovered that French language study dates to the year 1875 but did not gain full recognition in Africa and gain in till 1960. This was when French language was recognized being useful at international organisations and meetings. Nigeria surrounded by French speaking countries is in dire need of the gauge. Also, Nigeria’s prestigious position at international reunions it mandatory for its citizens to understand and speak French language fluently. Abuja (FCT) being the seat of ECOWAS and the venue in the international conferences in Nigeria, west Africa and Africa, need for a serious study of French language at the SS level. Will not only boots its international image but also its transitional trade, security, transactions and understanding.

It is said however, to note that this long presence of French gauge in Nigeria has not affected its recognition in the Nigerian society in general and in Nigeria schools in particular.

A panorama of the literature review of this research work revealed other language researchers / educators work in the field of language study and learning. These include the concept of language, language acquisition, culture and society, motivation in language teaching and learning, teachers effectiveness, teaching techniques, instructional aids and French language in FCT. This has helped to brighten and widen our knowledge on the current trends in language learning and teaching and in turn also helped us know where FCT SS students are lacking.

          For this reason the researcher has undertaken to find out the causes and rate of attrition in French language in the FCT Senior Secondary Schools.

As evidenced from the findings, the causes are not farfetched. The results of this study have revealed that the position of French language study in the SS level seems not to have changed since its introduction in the country. While some did not have a single students at this level others have very few who are likely to drop it as they move higher in class. Some other schools are yet to give it its deserved recognition. This is due to various problems confronting the subject which ranges from lack of interest on the part of students, lack of recommended textbooks, lack of motivation of teachers as well as bias of the parents which makes the students believes that French is not necessary in the Nigerian society.

As a result, the rate of attrition as students progress higher in class is very high, moderately high in some instances and sometimes constant. This depends on the previous time sequences of students enrolment in such schools.

CONCLUSIONS

In conclusion, this study has surveyed the most eminent problems encountered in Senior Secondary School French learning in FCT. It is our belief that if the rate of attrition in French language enrolment is known, this will make the Nigerian government introduce measures to entice more students to offer French at SS level in all the FCT Secondary Schools.

RECOMMENDATION

Based on the findings of his study, we would like to make the following recommendations;

1.    The education department, FCDA should put in more efforts to employ more French graduates teachers. NCE holders should be encouraged to go in for in-service training in order to get better qualifications to enable them teach the subject more effectively.

2.    More qualified French graduates and PGDE holders should be made available in all secondary schools to teach senior students. In terms of quality, these teachers should have B.A French in addition to PGDE. This means that they should be both professional educationist and linguistics.

3.    Adequate instructional aids and equipment should be provided to improve the fluency and competencies in oral French expected of SS students in order to be functional in the field of communication.

4.    Adequate textbooks should be made available to students and to the school authorities at a cheaper rate.

5.    Efforts should be made to motivate French teachers by giving them extra allowances and by sending them on overseas French language courses in francophone countries.

An effective method of teaching the language should be employed in order to animate the French class and attract more students. Less emphasis should be laid on the right pronunciation of French words in oral French language class in order to prevent the students from running away from the subject.

Department of protocol and information, FCDA, French companies, Ministry of Foreign Affairs, Foreign embassies should give priority to the recruitment of French language student graduates in order to encourage other students to offer the subject at SS level.

The service of the guidance counsellor is of utmost importance in order to educate the students and parents on the importance of French language in the FCT in particular and the world in general.

6.10.          SUGGESTION FOR FURTHER RESEARCH:

          The writer suggested that further research should be carried on the following topics.

1.     the language teacher and job satisfaction in the FCT Secondary schools.

2.    The improvement of French language teaching in the FCT Senior Secondary Schools.

3.    French language in the English speaking country; a case study of Nigerian socio-economic situation.

4.    Nigeria and French as second official language in global transactions.

This research should be carried out by professional modern language teachers who can discern and discuss the above topics with professional conscience.

REFERENCES

Banjo, A. Et Al (Eds) (1981). West African Studies In Modern Language Teaching and Research. Lagos National Language Centre. Federal Ministry of Education.

Blown, L And Lahey, M. (1978) Language Development And Language Disorders, John Wiley And Sons, Inc.

Bodmer, F. (1981) The Loom Of Language, London; The Merlin Press Limited

Brann, C.M.B (1975) “Trends In French Teaching In Nigeria Schools” University Of Ibadan, Institute Of Education.

Burns, B. (1983) The Language Arts In Childhood Education U.S.A Houghton Mifflin Co.

Coulthard, M. (1980) Understanding French, Great Britain. The Anchor Press Limited

David, J (1975) French In Africa; A Guide to the Teaching Of French As A Foreign Language. United Kingdom; The Garden City Press Limited.

Dictionaries Encylopediaque (1962) Universal Volume 6 Paris

Colores E.C Et Al (Ed) (1977) Teaching In A Multicultural Society – Perspectives And Professional Strategies London; The Free Press 

Emenanjo, E.N (Ed) (1990) Multilingualism, Minority Language and Language Policy in Nigeria. Agbor: Central books Ltd.

Federal Republic of Nigeria (1981). New National Policy on Education, Lagos; Federal Government.

Goodman (1972). Language and thinking in schools; a whole language curriculum. New york Macmillan Co.

Goodman, Kenneth (1972) “The reading process: Theory and practice in Richard Hodges and E. Hugh Rudorf (eds) language and learning boston: Houghton Mifflin Co.

Hubbuch, S.M. (1989, 1987, 1985) writing research papers across the curriculum. Orlando Florida: Holt, Rinehart and Winston Inc.

Madubuko, E.C (1987) “Le Language dans le theatre de l’Absurbe” Memoire pour l’obtention de la likcence es lettres. Universite du Nigeria, Nsukka.

Michel, T (1988) la Francophone, Histoire Problematique at perspectives Qubec – Canada Hachette

Motazo D. (1994) “Le Francais au Nigeria” Esquisse d’Hypotheses pour la diffusion du Francais dans une societe plurilingue” in Revue international de Rocherche publiee par le village francais du Nigeria (1994)  La Revue Nigeriane d’ Etudes Francaises. Badagry: Le village Francais du Nigeria. 

Norton, D.E (1983). The effective teaching of language art8s columbus ohio: Charles E. Merrill Publishing Co.

Okoli S.C (1979). “Genesis presem=nt status and present perspectives of the teaching of French in Nigeria” in Okoli S.C (ed) Le Francais au Nigeria volume 12 No. 10 pp. 28-32, Benin City: Ambik Press.

Osuala, E.C (1993). Introduction to research methodology Onitsha aficana fep publishing Co ltd.

Otite o. et al (1990) An Introduction to Sociological Studies Ibadan Heinemann Educational Books Nigeria Ltd.

Pugh, A.K. et al (1980) Language and Language Use. London The Open University Press.

Simonne L.C. (1992) “Le Francais Dans Le Monde. Recherches Et Applications” Des Formations En Francais Langue Etrangere Vol No Edicef 

Simon P. (1980) The Tongue Tied American New York Continuum Publishing Co-Operation

Stewart, E.W. (1981, 1978). Sociology The Human Science U.S.A Mcgraw Hill Inc.

UNESCO (1953) The Use of Vernacular Languages In Education. Paris UNESCO

Yrtsev V. (1980) The Languages Of The World” Linguistics Encylopedia USSR Academy of Sciences: Social Sciences. Volume XI No. 2

NON PUBLISHED ARTICLES / CONFERENCE PAPERS

Arowole B. (1994) “Le Programme De La NCCE Et La Methodologie De Francais Langue Etrangere Au College” Une Communication Presentee A La Conference D’inter-CAFT 1994 Inter CAFT Conference Tenu Au College D’education Akwanga Du 7-9 Avril, 1994 College Of Education, Ilesa Osun.

Buenyem, L.L (1994) “An Opening Address Delivered At The National Ceonference Of (Intercraft) Held On 8^th April, 1994 At College Of Education Akwanga

Fagbulu, I (1994) “The Relevance Of Teaching French Literature And Culture In College Of Education” A Paper Presented At The Inter College Association Of French Teachers At The College Of Education Akwanga 6^th – 9^th April 1994. Department Of French Languages, Osun State College Of Education. Ilesha

Iwala, D. (1994) “Les Problems De L’enseignment Et De L’apprentissage De La Langue Francaise Dans Les Ecoles Normales Superieures” A Paper Presented At The National Conference Of Inter-Caft, Held At The College Of Education, Akwanga.

Okwudishu, A U (1994) “French an Endangered Spicies; What Future For The College Of Education” An Address Delivered On The Occasion of The Annual of French Teachers (Inter-Caft) April 7, Through 10^th 1994 At The College Of Education, Akwanga Faculty Of Education, University of Abuja.

QUESTIONNAIRE

THE RATE AND CAUSES OF ATTRITION IN FRENCH LANGUAGE IN THE FCT SENIOR SECONDARY SCHOOLS.

This questionnaire is to obtain information on the rate and causes of attrition in French language in the FCT Senior Secondary Schools. You are assured that any information supplied will be treated with confidentiality.

          Please fill, in tick (   ) or circle where necessary

1.    Name of school:________________________________

2.    Highest qualification (a) NCE (b) B.ED (c) BA (d) BA PGDE

3.    Sex:___________________________________________

4.    Age:___________________________________________

5.    Occupation:____________________________________

6.    Years of experience:_____________________________

7.    Was your major French at NCE or B.Ed levels

(a) Yes           (        )        (b) No          (         )

TEACHERS RELATED FACTORS

8.    During my NCe B.Ed programme;

a.    I took more courses in French grammar than literature

b.    I took more courses in literature in French than French grammar

c.    I took the same number of courses in French grammar as literature

9.    Do you think your programme equipped you sufficiently to teach French in SS I, SS II and SS III (a) yes  (    )   (b) No      (        )

10.  Do you aspire to any higher qualification:

   (a)  Yes      (b)    No        (        )

11.if yes (to 10 above), what other qualifications?

12.Have you ever attend a French language workshop?

(a)  Yes      (b)    No        (        )

13.If no to question 12 would you like to attend on soon

       (a)  Yes      (b)    No        (        )

14.Do you belong to any association for teachers of French?

 (a)  Yes      (b)    No        (        )

15.Do you feel you had enough time for preparation of lessons prior to teaching?

 (a)  Yes      (b)    No        (        )

16.Do you use the supplementary materials?

(a)  Yes      (b)    No        (        )

17.Name the teaching aid that you use

18.How many oral exercise do you give to students

a.    Once a month b. once every week   c. twice every week  d. once a term

19.As an experienced teacher I use effective methods to improve teaching

(a)  Yes      (b)    No        (        )

STUDENTS RELATED FACTORS

20.Indicate in the column provided the number of students that offered French in

SS I in 1990 – 1997____________________

SS II in 1990 – 1997____________________

SS III in 1990 – 1997____________________

21.The decrease in number in no 20 if any is due to the following

1.    Students lack of interest in the subject

2.    The language is difficult to learn

3.    Friends discourage interested students

4.    Choice of other subjects

22.From your experienced do you have the recommended textbooks 

(a)  Yes      (b)    No        (        )

23.Do students speak French always both outside and inside the classroom

24.In your opinion which of the under listed is the reason why students lack interest in the French language

a.    Poor teaching technique

b.    Parents influence

c.    Influence of friends

d.   Lack of instructional aids

25.Students find it difficult to learn a second language

(a)  Yes      (b)    No        (        )

26.Students feel that French is not useful in the society

(a)  Yes      (b)    No        (        )

INSTITUTION RELATED FACTORS

		SA	A	SD	D
27	In my school, there are too many periods
28	In my school, students are motivated by taking part in French competitions, excursions, scholarships, French programme, having enough periods
29	The school authority encourages their French teachers by sending them on overseas French language courses, paying them extra allowances, organizing workshop for them
30	As a bilingual teacher I gain a lot of benefits from the school authority.