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THE EFFECT OF USING ENGLISH AND YORUBA MODES OF INSTRUCTION IN THE TEACHING OF FRENCH LANGUAGE IN JUNIOR SECONDARY SCHOOLS IN OGUN STATE

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Table of contents

Table of Contents                                                                                       vi

Abstract                                                                                                     ix

CHAPTER ONE: Introduction                                                                    1

1.1      Background to the Study                                                                  1

1.2      Statement of the Problem                                                                 3

1.3      Research Questions                                                                          3

1.4      Hypotheses                                                                                      4

1.5      Significance of the Study                                                                  4

1.6      Delimitation of the Study                                                                  5

1.6      Definition of Terms                                                                          6

CHAPTER TWO: Literature Review                                                          7

2.0      Introduction                                                                                     7

2.1      Theoretical Review                                                                          7

2.1.1   Behaviourism                                                                                  7

2.1.1   Mentalism                                                                                        8

2.1.3   Constructivism                                                                                 10

2.2      Conceptual Clarification                                                                   14

2.2.1   Mother Tongue Teaching                                                                 14

2.2.2   The Teaching of English in Nigeria                                                  17

2.2.3   The Teaching of French                                                                   19

2.2.4   The Reality of Language Use in the Second Language Class             20

2.2.5   Instructor Use of the L1                                                                    20

2.2.6   Instructor Use of the L2                                                                    22

2.2.7   Student Use of the L1                                                                       23

2.3      Empirical Review                                                                            25

2.3.1   Relationship between First and Second Language Acquisition              25

2.3.2   Evidence regarding accents                                                              28

CHAPTER THREE: Methodology                                                              30

3.1      Design                                                                                             30

3.2      Population for the Study                                                                   30

3.3      Sampling and Sample Procedure                                                      30

3.4      Instrumentation                                                                                31

3.5      Validity and Reliability of Instruments                                              32

3.6      Procedure for Administration of the Instrument                                 32

3.7      Data Analysis                                                                                  33

CHAPTER FOUR                                                                                      34

4.1      Testing of Research Hypotheses                                                       34

4.1.4   Descriptive Data on Teacher’s Attitude to the Teaching Methods        37

4.2      Summary of Findings                                                                       38

CHAPTER FIVE: Discussion, Conclusion and Recommendations             39

5.1      Discussion                                                                                       39

5.2      Conclusion                                                                                      40

5.3      Recommendations                                                                            41

References                                                                                                 42

Appendix                                                                                                   46

 

 

 

 

 

 

 

 

 

 

LIST OF TABLES

Tables Title                                                                                                Pages

4.1.1   ANCOVA Test of Difference in Pre-test and Post-test of French 

          Achievement Test of those taught with Yoruba mode of instruction.              34

 

4.1.2   2 x 2 ANCOVA Tests of the Effects of English mode of instruction in 

          teaching of French Language.                                                                     35

 

4.1.3   Descriptive Data on Pre and Post test scores of the Participants across the 

          Experimental conditions showing the performance of Students.                 36

Abstract

This study investigate the effects of using English and Yoruba modes of instruction in the teaching of French Language in Junior Secondary Schools in Ogun State. The study adopted a quasi-experimental pre-test/post-test control group design. The population for the study comprised of ninety students from three selected junior secondary school in Ijebu-North Local Government Area of Ogun State. Three research hypotheses were formulated and tested in the study. Students’ Achievement Test in French was used to test the achievement of the student in both the pre-test and post-test experiment of the study. The findings showed that students taught using Yoruba mode of instruction performed better than those taught with English mode of instruction and French mode of instruction. They do not just perform better but also were excited to learn more. The study showed that the Yoruba mode of instruction is more preferable to the English and French mode of instruction from the post-test scores of the students. The study therefore recommends French teachers should make use of mother tongue (Yoruba mode of instruction) for teaching and should be trained and re-trained to update their knowledge of indigenous mode of instruction of teaching.

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