L’ENSEIGNEMENT DES COLLOCATIONS FRANCAISES AUX APPRENANTS DE LANGUE MATERNELLE YORUBA DANS LES UNIVERSITES NIGERIANES
L’ENSEIGNEMENT DES COLLOCATIONS FRANCAISES AUX APPRENANTS DE LANGUE MATERNELLE YORUBA DANS LES UNIVERSITES NIGERIANES
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Date
2021-04
Authors
ABUDU, Zeinab Assake
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Abstract
This research, which has a pedagogical bias, is based on the teaching of French collocations to
Yoruba learners of French in Nigerian Universities. It focused on the teaching of lexical
combinations in order to help students master the meaning conveyed by groups of lexis whose
components give a specific meaning in a fixed context. The main objective of this research is to
promote the teaching and learning of French collocations among Yoruba students of French
language, through their previous knowledge of the phenomenon in their mother tongue. The
research also aimed at helping the learners overcome the difficulties emanating from French
collocations, as well as sharpening their knowledge in the use of this particular subject in their
written and oral productions of French. The definition of collocation from different authors‟
views provided an indication of the linguistic impact and the functionality of collocations in a
given context. Qualitative and quantitative approaches were adopted in analysing data through
personal interview with 40 French Lecturers and through tests administered to 40 students in the
four selected Universities. The data collected were also analysed using percentages to
accomplish the research objectives The first part of this research was based on collecting data
from lecturers through interview.. About 32% of the lecturers interviewed claimed that they
taught French collocations while 68% did not. The low rate obtained on the teaching of French
collocations was explained by the respondents‟ preference to teaching other subjects. Also, 56%
of the lecturers affirmed the importance of integrating collocations in classrooms activities while
44% of them argued that it does not have any effect in enriching the vocabulary of the students.
Lastly, 64% of the lecturers affirmed that the limited knowledge of students in this subject could
have a negative effect on their general performance. The second part of this research focused on
the various tests administered to the students to assess their ability in using collocations. The
findings revealed that majority of the problems recorded were from prepositional and verbal
collocations, as well as from the test on composition. About 43% of satisfactory responses were
recorded for verbal collocations against 57% of unsatisfactory responses; also 38% of
satisfactory responses on prepositional collocations were gathered against 62% of unsatisfactory
responses. The tests on translation were better answered by the students as 60% satisfactory
translated test from English to French while 53% of good answers were recorded from
translating from Yoruba to French. These findings conclude that teaching of collocation in
Nigerian University is very important in enriching students‟ communication skills in French
languages. The study recommends that teaching and learning of French collocations based on
contrastive approach should be considered for effective use of collocations. Lecturers should
focus their attention more on prepositional and verbal collocations.
Description
A DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES
AHMADU BELLO UNIVERSITY, ZARIA, IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY IN FRENCH
DEPARTMENT OF FRENCH,
FACULTY OF ARTS,
AHMADU BELLO UNIVERSITY,
ZARIA
Keywords
L’ENSEIGNEMENT,, COLLOCATIONS FRANCAISES,, APPRENANTS,, LANGUE MATERNELLE YORUBA,, UNIVERSITES NIGERIANES