METHODOLOGY OF SECOND LANGUAGE TEACHING IN SECONDARY SCHOOLS IN NIGERIA: THE CASE OF FRENCH

Abstract

The success or failure of language learners is heavily influenced by the effectiveness of the teaching methods and strategies employed. In the Nigerian context, particularly at the Basic Education level, many students show an initial interest in learning French. However, this enthusiasm often diminishes due to a lack of engaging and effective teaching methods. Observations from classroom settings reveal that many French teachers continue to rely on traditional methods, which do little to develop students’ communicative competence in the language. This paper explores both the strengths and limitations of traditional and modern teaching approaches in French language instruction. It emphasizes the importance of strategically combining these methodologies to suit the lesson objectives, the learners’ age, learning styles, and specific language needs. Rather than treating grammar and vocabulary as isolated elements, they should be taught within meaningful contexts and through communicative activities that encourage active use of the language. The paper advocates for the adoption of the communicative approach, which integrates various teaching methods, strategies, and techniques aimed at developing students’ practical language skills. It also calls for sustained professional development through regular training and retraining of French language teachers to ensure they can effectively apply both traditional and modern methodologies in the classroom.