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.
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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
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