A Critical Review of Strategies and Methods of Learning and Teaching French in Nigeria

Abstract

 The study examines the critical concepts of French language teaching and learning in Nigeria, addressing the increasing demand for French proficiency driven by globalization and Nigeria's historical, economic, and cultural ties with Francophone countries. Despite its importance, French language education in Nigeria encounters significant challenges. This study focuses on various language learning strategies and pedagogical methods, particularly communicative and task-based approaches, to enhance language acquisition, proficiency and teaching. Through a qualitative research design involving an extensive literature review, the study analyses the adaptation and implementation of these strategies and methods. The findings underscore the potential of these strategies to improve language learning outcomes, fostering greater autonomy and effectiveness among Nigerian learners. Furthermore, the study explores the evolution of language teaching methodologies, highlighting the communicative and task-based methods’ focus on real-life communication and the emphasis on functional language use. The study contributes to the understanding of effective French language education, providing insights for educators and policymakers to address existing challenges and improve teaching practices.