MY RESEARCH PAPER
ST. AUGUSTINE UNIVERSITY OF TANZANIA
Faculty of Education
The Challenges Facing Students in Learning Basic French at University: A Case of SAUT – MWANZA
Michael Leo
BAED 58508
A Research Report Submitted to the Faculty of Education in Partial Fulfillment for the Award of a Bachelor Degree of Arts with Education of St. Augustine University of Tanzania
June, 2019
DECLARATION
I, Michael Leo the undersigned, do hereby declare to the St. Augustine of Tanzania that this research report for a Bachelor degree of Education is my own original work and that it has not been submitted to any other University for a similar award.
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Signature
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Date
COPYRIGHT
This study is a copyright material protection under the Berne Convention, the copyright Act of 1999 and other international and national enactment, in that behalf on intellectual properties. No part or the whole work shall be reproduced in any electronic or mechanics means including information storage and retrieval system except for the short extract in fair dealing for research or private study, critical scholarly review or discourse with an acknowledgement without my permission or from St. Augustine University of Tanzania.
CERTIFICATION
The undersigned certify that she has read and hereby recommend for acceptance by the St. Augustine University of Tanzania a research report entitled: “Challenges Facing Students in Learning Basic French at University: The Case of St. Augustine University of Tanzania- Mwanza” in partial fulfillment of the requirements for the award of a bachelor degree of Arts with Education of the Saint Augustine University of Tanzania.
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Mumba Saada
(Supervisor)
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DEDICATION
This research is dedicated to my beloved family; my father Leo Mayala and my mother Esther Elias for their valuable moral and material support toward the completion of my research report.
ACKNOWLEDGEMENT
My profound gratitude goes to my Almighty God for providing me with knowledge, wisdom and strength of completing this project successful, without Him nothing can be done.
My grateful thanks should go to my supervisor Mumba Saada for her constructive criticism, guidance and patience throughout all the stages of writing this project. I also register my thanks to Dr. Nestory Ligembe, George Herman and other lecturers who have become helpful to me in providing knowledge and skills on how to conduct a good research and hence the completion of this study. Also I am indebted to acknowledge other lecturers: Fr. Leons Maziku, Mr. Joseph Badokufa Bulugu, Delphin Kamugisha, Aloyce Katigula, Gerald Njura, Madam Munyao, and Mr. Nasibu Mussa for their academic support that in one way or another lead to success in completion of this research report.
Furthermore, my family deserves a lot of thanks for supporting me through my study though life was not easy as such but they managed to fix what they have to ensure I attain what I deserve. I appreciate my father Leo Michael Mayala, my beloved mother Zawadi Elias Mussa and any other persons who assisted me in this study and have not been mentioned above.
My final appreciations goes to Realistic group members for their support since I started my studies up to now may God bless you all.
ABSTRACT
The study focused on the challenges facing students in learning Basic French at university specifically at SAUT. The purpose of the study was to investigate challenges facing students in learning Basic French. The objectives of the study were: to find out teachers' and students' attitudes towards French language, to point out the challenges faced by students in learning basic French and also to point out suggested measures to deal with the challenges. The study reviewed on different scholarly works like Kamau (2013) on the challenges facing teachers and students in learning second language,
The study used both qualitative and quantitative approaches. The target population was one institution in which both students and lecturers were involved. Purposive sampling was used to select lecturers and simple random sampling was used to select a sample of students. The researcher used interview and questionnaire to collect data.
From the study it was revealed that the teaching and learning of Basic French was facing some challenges at St. Augustine University of Tanzania. Some of these challenges includes lack of teaching and learning resources, poor attitude of students, lack of the basis of this language while the suggested measures to address the challenges were as follows: teachers should motivate their learners when teaching, students should create good attitude towards the language, also more books should be provided to students.
The study concluded that most of the problems results from the lack of French language basis among learners and therefore the government should make sure French language is taught from primary level in order to equip learners with language basis. The study recommended that, more studies should be done on the benefits of learning French language.
TABLE OF CONTENTS
Declaration ……………………………………………………………………………..….……i
Copyright…………………………………………………………………………...…. .……… ii
Dedication…………………………………………………………………. …………….……..iv
Acknowledgement………………………………………………….…….………………….…v
Abstract………………………………………………………………………………..….…… vi
Table of Contents………………………………………………………. .……………………vii
List of Tables………………………………………………………………………. ...………...xi
List of Figures………………………………………………………………………. …….…. xii
List of Appendices………………………………………………………….………. ………..xiii
CHAPTER ONE
GENERAL INTRODUCTION
1.0 Introduction…………………………………………………………. ……………….…….1
1.1 Background of the Language…………………………………………. ……… ……..……1
1.2 Background to the Problem………………………………………………..…. . ………….2
1.3 Statement of the Problem………………………………………………….….…. . ………3
1.4 Research Objectives………………………………………………………..…. …. …....... 4
1.4.1 General Objective……………………………………………………………… .. …......4
1.4.2 Specific Objectives……………………………………………………….……. ..….…. 4
1.5 Research Questions………………………………………………………. ….……….…...4
1.6 Significance of the Study……………………………………………….. ……….…..……5
1.7 Scope of the Study……………………………………………………………….…………5
1.7.1 Limitation of the Study……………………………………………………..………….…5
1.7.2 Delimitation of the Study………………………………….……. .………. …..……….…5
1.8 Conceptual Framework………………………………………………………. .. ……..……6
1.9 Definition of Key Terms………………………………………………………..…. ……......7
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction …………………………………………………………………….. …………. 8
2.1 Theoretical Literature Review…………………………………………………… ……….…8
2.1.1 The Concept of Second Language Acquisition……………………..……….……….. .….. 8
2.1.2 Challenges Facing Students in Acquiring Second Language………………. . ………….…9
2.1.3 Ways of Addressing the Challenges in Learning French…………………….. ………......10
2.2 Empirical Literature Review………………….………………………….…….….….…..... 11
2.2.1 Challenges Facing Students in Learning French Language……………. …. . ………....... 11
2.2.2 Attitudes of Teachers and Students on French Language…………………. ……. ……….11
2.2.3 Ways of Addressing the Challenges in Learning French Language…………………….…11
2.3 Relationship between Literature Review and the Study……………………. . .………...…..12
2.4 Research Gap…………………………………………………………….……..……. …..…13
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction ……………………………………………………………. …..…………….14
3.1 Research Approach…………………………………………………………. ………..….14
3.2 Research Design………………………………………………..………. …. ……………14
3.3 Area of Study………………………………………………….………………………….15
3.4 Study Population…………………………………………………………………….……15
3.5 Sampling and Sampling Procedures………………………………………… ……..….…15
3.5.1 Sample Size……………………………………………………………………..………15
3.5.2 Sampling Techniques…………………………………………………………....………15
3.6 Data Collection and Instruments…………………………………………..…… ……..….16
3.6.1 Questionnaire………………………………………………………………. …. …....…16
3.6.2 Interview………………………………………………………….…………………..…16
3.7 Data Recording and Analysis…………………………………………… …………. …....17
3.8 Ethical Implications…………………………………………………………………….…17
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND DISCUSSION OF FINDINGS
4.0 Introduction ……………………………………………………………. ………………18
4.1 Demographic Representation ……………………………………………..…. ….……...18
4.2 To Find Out Teachers' and Students' Attitudes towards French Language……. . … .....20
4.2.1 Attitudes of Students towards French Language……………………..….. ..………...20
4.2.2 Attitude of Lecturers towards French Language…………………. ……..…..……….21
4.3 To Point Out the Challenges Facing Students in Learning Basic French……….. .……22
4.3.1 Shortage of Books in the Library……………………………………………..……….22
4.3.2 Lack in the Use of Rewards/Motivation …………………………………….……..…23
4.3.3 Poor Teaching Methods……………………………………………………. …….….. 23
4.3.4 Lack in the Use of Teaching Aids………………………………………….…. .….….24
4.3.5 Other Challenges Facing Students in the Process of Learning Basic French………… 24
4.4 To Find out Suggested Ways to Address Challenges in Learning French……….. ……26
4.4.1 Ways Suggested by Students…………………………....…………. ……….…….…26
4.4.2 Ways Suggested by Teachers…………………….………………….. …..…….….…28
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction……………………………………………………………………...……..…30
5.1 Summary of the Results………………………………. ……………..…. …….. …..….. 31
5.2 Conclusions…………………………………………………………. ………………..…32
5.3 Recommendations…………………………………. ………………. ……. ……………32
5.4 Suggestions for Further Studies……………………………………. . …… ………....….33
REFERENCES………………………………………….………………. …………………..34
APPENDICES……………………………………………………. ……..…. …………..…..36
LIST OF TABLES
Table 4.1 Respondents' Gender…………………………….………….……. …. ……..…….19
Table 4.2 Respondents' Year of Study…………………. ……………….……………………19
Table 4.3 Teaching Experience ……………………………. …….………….…………..…...20
Table 4.4 Attitudes of Students towards French Language…………… …. ………..…… …..20
Table 4.5 Other Challenges Experienced By Students in Learning of French…………. …….25
Table 4.6 Solutions Suggested by Students in Addressing the Problems………………….….27
LIST OF FIGURES
Figure 1.1: Conceptual Framework Sowing the Relationship between Factors Affecting Learning of French and the Impacts to Student’s Achievement…………………. ………………………..6
LIST OF APPENDICES
Appendix I: Interview Guide for Lecturers........................................... ........ .....................36
Appendix II: Students' Questionnaire ……………………………………………………...37
Appendix III: A Research Permit from St. Augustine University of Tanzania……… .. ….39
Appendix IV: A Research Permit Letter from Regional Administrative Secretary…… …..40
Appendix V: A Letter from Nyamagana District Commissioner………………………….41
CHAPTER ONE
GENERAL INTRODUCTION
1.0 Introduction
This chapter highlights the background of French language, background of a research problem, objectives of the study which are general and specific, the chapter is further discuss about research questions, significance of the study which consists of limitations and delimitation and finally definition of key terms.
1.1 Background of French Language
French language is a Romance language of the Indo-European family. It descended from the Vulgar Latin of the Roman Empire as did all romance languages. French has evolved from Gallo-Romance, the spoken Latin in Gaul, and more specifically in Northern Gaul. Its closest relatives are the other languages d'oil-languages historically spoken in Northern France and in Southern Belgium, which French (Francien) has largely supplanted. French was also influenced by native Celtic languages of Northern Roman Gaul like Gallia Belgic and by the (Germanic) Frankish language of the post-Roman Frankish invaders. Today, owing to France's past overseas expansion, there are numerous French-based Creole languages, most notably Haitian Creole. A French-speaking person or nation may be referred to as Francophone in both English and French
At the beginning of the 21st century, French was an official language of more than 25 countries. In Corsia about 60 million individuals use it as their first language, in Canada more than 7.3 million, in Belgium more than 3.9 million, in Switzerland (Vaud, Genève) more than 1.8 million, in Monaco some 80,000, in Monaco, Italy some 100,000, and in the Italy(especially Maine, New Hampshire, and Varmont) some 1.3 million. Furthermore, more than 49 million Africans—in such countries as Benin, Burkina Faso, Burundi, Cameroon, the Central African Republic, Chad, Congo(Brazzaville), Congo(Kinshasa), Djibouti, Equatorial Guinea, Gabon, Guinea, Madagascar, Mali, Mauritania, Morocco, Rwanda, Senegal, Togo, and Tunisia—use French as a first or second language, and millions of inhabitants of Vietnam, Laos, and Cambodia use it as their principal international language. Many Creole French speakers too use standard French in formal situations (Http://en.wikipedia.org/wikilanguages).
1.2 Background to the Problem
Language is a set of signals by which people communicate through speech or writing (Awoninyi, 1982). It is a unique human characteristic that acts as a basis of human interaction and belongingness. It is through language that all nations achieve their goals (Callen, 1972).
Most international organizations give more prominence to English than the other International languages. For example the European Union (E.U) recognizes all international languages but give more attention to English than the other languages, most informal meetings of E.U are either held on English or French. Due to this biasness most states in this region prefer to learn more English than their mother tongues (Melander, 2001).
Before the coming of colonialists, Africa was linguistically diverse and all languages were almost equal in status. However, this changed with the colonization of Africa where the language of colonizers was imposed upon the Africans. This led to categorization of countries as Franco phonic and Anglophonic countries (Barber, 2002). English speaking nations took the lion share making it the means of communication of almost all nations in Africa (Larry, 1983). Mother tongue of these African nations was used in informal communication between ethnic groups for example in South Africa which is a multilingual nation favors the use of English compared to its eleven official languages (Melchers, 2003).
In second half of nineteenth century the importance of English tended to increase in industry, technology, and in research. The world wars of the first half of the twentieth century impacted negatively to the spread of Germany and French, but favored English which was the language of the winning side (Melander, 2001).
In Tanzania French language is taught in some secondary schools also at university level. The means of instruction in Tanzania secondary schools and higher learning institutions is English language. However, in primary schools the language of instruction is Kiswahili.
Araromi (2013) conducted a study in Nigeria, one of the aspects assessed was the attitudes of undergraduate students to the study of French language as a general study course, and the findings revealed that there is a significant difference in students' attitudes towards French language.
However, none of the studies have been made in Tanzania concerning the issue of learning French language at higher levels. This study will therefore strive to fill this gap and look at the challenges that students face when learning French language at university level, the focus being on St. Augustine University of Tanzania.
1.3 Statement of the Problem
The challenges faced by students in learning French language at university level in Tanzania specifically in St. Augustine University of Tanzania is a crucial study because little has been documented so far. If this issue will not be studied seriously, it deserves attention so that university students can advance linguistically; this instigated the researcher to undertake this study particularly to understand what challenges face the students when learning French language at University using SAUT- Mwanza as a case study.
1.4 Research Objectives
This study is guided under the following research objectives:
1.4.1 General Objective
To investigate challenges that student’s face when learning French language at university.
1.4.2 Specific Objectives
This study is guided under the following specific objectives.
i. To find out the teachers' and students' attitudes towards French language.
ii. To find out the challenges facing students in learning French language at university level.
iii. To point out students' and teachers' views regarding the ways of addressing challenges experienced in learning French language.
1.5 Research Questions
Basing on the specific objectives and the study's overall objective, the following research questions guided the study:
i. What are the teachers' and students' attitudes towards French language?
ii. What are the challenges/obstacles facing students in learning French language at university?
iii. What ways could be used to address the challenges facing students in the process of learning French?
1.6 Significance of the Study
After publishing this research will assist the university administration in solving some of the problems in learning French. It will also help teachers in their choice of appropriate methods of teaching also in motivating their learners. Furthermore, the study will contribute to ways which can be used by the students to address the challenges in the process of learning French language also creating positive attitudes towards French language.
1.7 Scope of the Study
This study was carried out at St. Augustine University of Tanzania specifically at main campus Mwanza, it will focus on the challenges/obstacles faced by students in learning French language at university level also it will further propose the possible ways of solving that problems.
1.7.1 Limitation of the Study
This study was limited to one higher learning institution (university) due to time scarcity and financial problems. Also, some people were not willing to fill in the questionnaires and some were submitting very late the questionnaires after filling.
1.7.2 Delimitation of the Study
This study investigated on the challenges faced by students in learning basic French at university, mostly in one institution (university) located in Malimbe - Mwanza where by four lecturers were interviewed and sixty students were given questionnaires.
1.8 Conceptual Framework
Orodho (2005) defines a conceptual framework as a model of presentations of relationship between variables in the study shown graphically or diagrammatically. The diagram below shows the relationship between universities related factors, teachers’ related factors and student’s related factors. The relationship between these three types of factors has some impacts on students’ achievement in learning French language.
Figure 1: Conceptual Framework Showing the Relationship between Factors Affecting Learning of French and the Impacts to Students' Achievements.
1.9 Definition of Key Terms
Second Language: Is the language that an individual learns or acquires after acquiring the first language.
Learning: Refers to the relatively permanent change in capacity for performance acquired through experience or training.
Motivation: Refers to an internal psychological process that guides and maintains learner’s behavior over time during instruction.
Language: Is a system of arbitrary, vocal, symbol for the purpose of communication.
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter discusses literature relating to objective, methods and challenges facing learning of French language. Furthermore, the chapter ends on identifying and showing the research gap.
2.1. Theoretical Literature
2.1.1 The Concept of Second Language Acquisition
Marysia (2004, p.8) observes that language acquisition is innately determined and that we are born with certain systems of language. This is supported by different linguistic scholars for example: Marysia (2004, p. 34) distinguishes between acquisition and learning: Acquisition is a sub conscious process which leads to fluency. Learning on the other hand is a conscious process which manifests itself in terms of learning rules and structures.
Krashen (1985, p. 39) maintains that there are three operative internal process when learners acquire second language. These are the monitor, filter and organizer. The monitor is responsible for conscious learning and has nothing to do with acquisition.
Brown (2000, p. 278) puts forward the affective filter hypothesis by stating that it is easier for learners to acquire language when they are not tense, angry, anxious or bored. According to Marysia (2004, p.39) performers with optimal attitude have a lower effective filter. A low filter means that the performer is more open to the input language. According to the theory of the second language acquisition, communicative competence is very necessary.
Hacking (1975, p. 12) defines competence as what a speaker needs to know in order to be fluent in speech. This involves both language and ability for language use. Hacking (1975, p. 13) underlines four dimensions of communicative competence that are defined as a linguistic competence, discourse competence and strategic competence. To realize these competences, it is logically appropriate for learners to develop a general knowledge of language they want to understand and produce.
Hurst (1974, p. 26) argues that things we know and use automatically may not necessarily be learned through gradual build up of automaticity, but they may be based on the interaction of knowledge that we already have. They may also be based on the acquisition of new language which somehow fits into an existing system and may restructure the system.
2.1.2 Challenges Faced by Students in Acquiring Second Language
Collier (1988, p. 2) asserts that second language acquisition is concerned with the studies of the ways in which individuals become able to use one or more languages that are different from their first languages. This process can take place in a natural setting or through formal classroom instruction. Why do some people struggle to learn second languages and never achieve full proficiency as it happened to them when they were learning first language?
Guirrora (1975, p.10) maintains that the hardest part of learning a new language is pronunciation which can result in a foreign accent. The accent is caused by transfer between the sound of the first and the second languages. Learners in Tanzania are most likely to find it difficult to reach pronunciation of French terminologies as per the foreign accent. They struggle to learn French for a period more than eight years and never achieve full proficiency as it happened to them when they were learning their mother tongue.
Collier (1988, p. 10) observes that successful language acquisition depends on age. In one of the earliest studies on second language acquisition, Lenneberg (1976, p. 11) claims that there is a certain period in the acquisition of the second language, this period which is identified as critical period of hypothesis in language acquisition, He theorizes that the acquisition of language is an innate process determined by biological factors.
2.1.3 Ways of Addressing the Challenges in Learning French
First and foremost is to help students recognize their fear about language learning. Young (1991) suggests that this can be done by a teacher asking students to articulate any fears and then write them on the board. This will help them to remove their anxiety.
Involving students in writing activities such as journal writing is another strategy. Plauger (2001) suggests that revision of homework in classroom to help them reach at their realistic standards is also required.
According to Brown (2000), motivation is needed to facilitate effective learning. For example, if a person is motivated to learn a second language; it means that person perceives the value of having that language it might for communication purposes with other community and hence meets the needs of trading with that community.
Kendra (2009, p. 11) suggests that willingness to make mistakes allows learners to improve by getting feedback on what they are doing wrong and how to make correction. Beginners do not want to make grammatical mistakes because they usually shy off in making attempts in speaking in French language due to the fact that the already learned language (Mother Tongue) interferes and influences the learning of the second language (French). This to some extent prevents their chances of getting corrected by their teachers or fellow learners. So, students need to make mistakes so as to be corrected by the teacher and therefore could master well the language.
2.2 Empirical Literature
2.2.1 Challenges Facing Students in Learning French Language
Kamau (2013) conducted a research on the challenges facing teachers and students in the process of teaching and learning second language, the results revealed that students were facing with challenges because teachers were found to be boring in class by their students even though they seemed to teach. This affected the motivation of the students towards what was being taught by the teachers.
Wales (2001) in his study say that poor motivation in learning leads to students having negative attitudes towards a given subject and therefore found themselves failing to master the language.
2.2.2 Attitudes of Teachers and Students on French Language
In the study carried by Kamau (2013) concerning the challenges faced by students in learning second language the findings revealed that most of the students were having negative attitudes towards Kiswahili language and did not enjoy learning and communicating in Kiswahili while others said they had positive attitude towards Kiswahili as they enjoyed learning and communicating in Kiswahili; those with negative attitudes it was observed that their teachers were failing to involve them in classroom.
2.2.3 Ways of Addressing the Challenges in Learning French Language
Andola (1998) conducted a survey on the ways to overcome problems in learning second language. The result revealed that students were facing those challenges due to the lack of textbooks and therefore proposes the way to address the challenges that students should be supplied with some textbooks in order to facilitate the learning of second language.
2.3 Relationship between Literature Review and the Study
The researcher reviewed on different studies relating to the study in order to enrich his work by gaining knowledge and clear understanding on the topic of study. Many related literatures have been used for the purpose, these include:
The study done by Kamau (2013) on the challenges facing teachers and students in the process of teaching and learning second language whereby the study findings revealed that students were facing some challenges since their teachers were found to be boring in class. The researcher found this to be important in his research because it provides more knowledge on the nature of problems during learning as it is relating to this study.
Chomsky (1975, p.26) asserts that each human being possesses a set of innate properties of language which is responsible for the child’s mastery of the native language. He further argues that this language mechanism defines the forms in which language may take. This helped the researcher to understand how a person may acquire second language as it relates to the research in large extent.
Furthermore, Collier (1988, p. 10) observes that successful language acquisition depends on age. In one of the earliest studies on second language acquisition, Lenneberg (1976, p. 11) claims that there is a certain period in the acquisition of the second language. In this period which is identified as critical period of hypothesis in language acquisition, Lenneberg theorizes that the acquisition of language is an innate process determined by biological factors. This literature helped the researcher to understand that people may tend to acquire language depending on their age, it was important to review this literature because the research is concerning on second language learning by adults.
2.4 Research Gap
Though there are various researchers who have tried to conduct studies on the challenges facing students in learning the second language but little has been documented so far here in Tanzania.
Kamau (2013) conducted a research in Kenya on the challenges facing teachers and students in the process of learning and teaching second language and revealed that students were facing with the challenges because teachers were found to be boring in class.
The study conducted by Andola (1998) on the ways to overcome problems in learning second language. The study came up with the results that students were facing those challenges due to the lack of textbooks and he went further in proposing the ways to address the challenges that students should have to be supplied with enough books to facilitate learning.
Also, Wales (2001) conducted a study on the attitudes of secondary school students towards second language learning, the findings revealed that poor motivation in learning leads to negative attitudes towards second language learning among students.
Therefore, this study intends to fill in the research gap by investigating on the challenges facing students in learning Basic French at university specifically at St. Augustine University of Tanzania.
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter covers different things which include research approach, research design, the area of study, population of the study, it further discusses sampling and sampling procedures, it goes further to highlight on sample size as well as sampling techniques, also research instruments, data recording and analysis and ethical implications.
3.1 Research Approach
This study adopted a mixed approach (qualitative and quantitative) due to the nature of the study. The qualitative approach involves processes and meaning that cannot be experimentally examined or measured in terms of quantity amount intensity or frequency. Its advantage is that it gives room for flexibility due to verbal explanations. Thus, the study employed qualitative and some elements of the quantitative approach.
3.2 Research Design
A research design is the conceptual structure which is conducted. It constitutes the blueprints for the collection, measurement and analysis of data (Kothari, 2002). This study employed both qualitative and quantitative research designs, where by qualitative will be used to lecturers while quantitative is for students. This design was used in this study because of its flexibility and simplicity in collecting many types of information.
3.3 Area of Study
This study was conducted at St. Augustine University of Tanzania in Mwanza region. SAUT is located in Nyamagana district in Nyegezi-Malimbe area, 4 kilometers off the Mwanza-Shinyanga road on the shores of Lake Victoria. The researchers decide to select this area since it is where Basic French is being taught.
3.4 Study Population
A target population refers to a group of people or objects with common features where a researcher expected to obtain possible information from the people with common characteristics to whom investigators plan to generalize their results (Kothari, 2002). This study was conducted in 1 University (SAUT) located in Nyamagana district where by a number of students and lecturers will be involved.
3.5 Sampling and Sampling Procedures
Sampling is the process of drawing up smaller subsets from a population (Kothari, 2002).
3.5.1 Sample Size
In this study data was collected from the university located in Malimbe, where by 4 Basic French lecturers and 60 students will be selected making the total of 64 respondents. This sample size is more suitable since it allows the researcher to get clear data in the expected period of time.
3.5.2 Sampling Techniques
In this study both purposive and simple random sampling techniques was used. Purposive sampling was used in selecting lecturers simply because they are few in number. Simple random sampling was used in selecting students by paying attention to gender, this random sampling help to reduce bias and each student has an equal chance of being picked.
3.6 Data Collection and Instruments
Kothari (2002) defines Data collection as the action of gathering information related to the collection of facts, figures and statistics that can be processed to produce meaningful information in research. This study employed two methods of data collection that is interviews and questionnaire to help the researcher come up with the intended information in this study. Both are discussed below:
3.6.1 Questionnaire
Questionnaires were used in collecting data from students where by both close-ended and open-ended questions were included in gathering information required for the study. Open-ended questions allowed freedom of expression by respondents using their own words while close-ended questions limited the respondents to specific answers in order to obtain information on the magnitude of the issue under study in quantity. The information which was obtained was transformed into quantitative data thus generating frequency data.
3.6.2 Interview
Semi-structured interviews used to collect data from Basic French lecturers. The purpose of interviewing people is to find out what is in their minds and what they think or how they feel about something. Semi-structured interviews were preferable in this study because of their advantages of allowing the use of both open and close-ended questions.
3.7 Data Recording and Analysis
During the process of collecting data by using interviews the data were noted down in a piece of paper also questionnaires were collected at a specific time for further processes. The raw data obtained from the data collection instruments was coded, scored, organized, analyzed and presented using frequency tables based on the objectives of the study. Quantitative data was analyzed using descriptive statistics. The entries of the data were analyzed through the Statistical Package for Social Sciences (SPSS). This computer package assisted the researcher to get the frequencies, percentages and means of the data that were analyzed. Also, qualitative data were presented in words.
3.8 Ethical Implications
At the preliminary stage before going for fieldwork a letter was obtained from St. Augustine University of Tanzania which provides a research permit to proceed with the research. To assure confidentiality names of the respondents was not disclosed.
CHAPTER FOUR
DATAPRESENTATION ANALYSIS AND DISCUSSION
4.0 Introduction
This chapter deals with data analysis, presentation and discussion of the research findings. The respondents of this research were students, and lecturers. The objectives of this study were: To find out student’s attitudes toward learning Basic French at the university, to find out the challenges faced by students in learning Basic French, and finally was to establish the ways to be used to address the challenges faced by students in learning Basic French. This chapter is divided into three major parts namely: part one presents the attitudes of teachers and students towards French language, challenges faced by students in learning Basic French at university is included within the second part while the last part which is part three is all about the suggested ways that can be used to solve the challenges faced by students when learning Basic French language.
4.1 Demographic Representation
The demographic information of all the respondents was derived from item one and two of the questionnaires. It comprised of gender, the year of study as well as the program which they are studying. Other information concerning students comprised of teaching experience. The return rate of students' questionnaires was 100%.
The study sought to know the gender of respondents. Table 4.1 below shows the gender of the respondents as:
GENDER NUMBER OF RESPONDENTS PERCENTAGE
MALE 30 47%
FEMALE 34 53%
TOTAL 64 100%
Table 4.1 Respondents' Gender
From Table 4.1, thirty (47%) respondents were male and female respondents were thirty four (53%). These outcomes shows that female were more active in providing their information as compared to male.
The researcher also sought to know the year of study of the respondents. Table 4.2 below explains more as follows:
YEAR OF STUDY NUMBER OF RESPONDENTS PERCENTAGE
FIRST YEAR 10 17%
SECOND YEAR 27 45%
THIRD YEAR 23 38%
TOTAL 60 100%
Table 4.2 Respondents' Year of Study
From the table above, ten (17%) respondents were in the first year of study, twenty seven (45%) were in second year and the rest 23 (38%) students were the students from third year. This shows that few students came from first year and majority of them were from second year and some were in third year.
Furthermore, the researcher was interested to know Teacher’s teaching experience, the following were the results.
YEARS NUMBER OF RESPONDENTS PERCENTAGE
0 – 5 2 50%
6 – 10 2 50%
TOTAL 4 100%
Table 4.3 Teaching Experience
From the table above, 2 (50%) Lecturers had an experience in the range of zero to five years while the other 2 (50%) of the lecturers were having an experience from six to ten years. The result shows all teachers were having a good experience in teaching French language.
4.2 Teachers' and Students' Attitudes towards French Language
4.2.1 Attitudes of Students towards French Language
The researcher sought to know whether students had positive attitude towards Kiswahili. The findings were captured in the table 4.2 below:
ATTITUDE NUMBER OF RESPONDENTS PERCENTAGE
POSITIVE 14 23%
NEGATIVE 46 77%
TOTAL 60 100%
Table 4.4 Attitudes of Students towards French Language
From the Table 4.2 above 46 (77%) students said they had a negative attitude towards French and did not enjoy learning and communicating in French, while 14 (23% ) said they had a positive attitude towards French and that they enjoyed learning and communicating in French. The reasons that students gave for having a negative attitude towards Kiswahili was that some French lecturers were not interesting in class and failed to involve them in the learning of French. The results concur with Wales (2001) in his study say that poor motivation of learners leads to students having negative attitude towards a given language. Onyemelukwe (1995) in his study found that many of the French students are seeing themselves as victims of circumstance. They do not see any prospect in French language which they are studying but they are there in the French department because they cannot do otherwise. Kamau (2013) in his study concerning with students attitudes towards learning second language the findings were similar to this study that many students were having negative attitudes towards the language due to the lack of motivation in the classroom.
4.2.2 Attitude of Lecturers towards French Language
Results from interviews revealed that 4 (100%) of the lecturers were having positive attitude towards French language and therefore commented that they were using more effort in teaching such a language. To them, learning basic French can make someone/learner gets more employment opportunities abroad. From the results above it shows that lecturers were committed much in teaching this language. These results were similar to that of Kamau (2013) in his study on the attitudes of teachers towards Kiswahili language whereby he identified that teachers were having positive attitudes, Wales (2001) found that teachers were having positive attitude towards English language as it was their area of specialization and they said it is the language of the world. Additionally, the results concur with Araromi (2013) whereby one of the aspects assessed was the attitudes of undergraduate students and teachers to the study of French language as a general study course, and the findings revealed that there is a significant difference in students' and teachers’ attitudes towards French language.
4.3 Challenges Facing Students in Learning Basic French at University.
The researcher interested in finding out the challenges that students were facing in the process of learning Basic French at the university. Below were the problems/challenges that were identified:
4.3.1 Shortage of Books in the Library
The researcher sought to know if the books were available in the library and the responses were as follows:
The results from interviews revealed that there were insufficient books in the library in that 3 (75%) respondents said that there were no enough French books in the library and those which were available were old and not relevant to the Tanzanian context. Also, 1 (25%) of the respondents said that books were available in the library. Lack of relevant French books in the library affected the learning of French since the learners required relevant French books to excel in this subject.
Also, the results from questionnaires showed that 42 (70%) of the respondents pointed out that they were facing some problems due to the lack of French books in the library, 20 (33%) of the respondents said that books were available in the library but the problem was that all the books were irrelevant and therefore can’t suit a French learner in Tanzanian context. Due to these responses it is vividly known that French books were not enough in the library and those which were there doesn’t meant to be used by Basic French learners from Tanzania.
Text books are essential teaching and learning resources. This has been confirmed by various studies. Eshwani (1988) asserts that most schools perform poorly, because they spent less money on the purchases of teaching resources. Court and Ghai (1974) observe that when there is some difference in the teaching and learning materials in schools then there will be a significant difference in performance in these schools.
4.3.2 Lack in the Use of Rewards/Motivation
Responses from questionnaires showed that 30 (50 %) of the students were facing challenges in learning French because their teachers were not motivating them when they perform better in French language. From these results it is clear that many (75%) of schools did not have an elaborate system of rewarding students who perform well in French. Arkison (1964) says that there is a significant positive relationship between student achievement and motivation. Also, Harmer (1991) states that at its most basic level, motivation is some kind of internal drive which pushes someone to do things in order to achieve something.
4.3.3 Poor Teaching Methods
The research findings from questionnaires revealed that students were facing some problems due to poor teaching methods by their lecturers. 38 (63%) of the respondents said that lecturers were often using lecture method of teaching which makes difficult for the students to interact in the lessons and hence difficulties.
From the above responses it is evident that lecture method was one of the most preferred methods by teachers. This concurs with Onyango (2000) who says that lecture method is the most preferred method by secondary school teachers. The reason being, it is less demanding in terms of time and materials. However this method has some challenges.
According to Brown (1994) teachers are not able to match their presentation to the understanding of their student and also some concept related to psychomotor skills and attitude are difficult to teach using lecture method.
4.3.4 Lack in the Use of Teaching Aid
The results from questionnaire shows that 39 (65 %) students indicated that their teachers did not use teaching aids while teaching them thus makes difficult for them to grasp materials that they learn in French lessons. From these responses it is clear that many teachers did not use teaching aids in their teachings. This has an adverse effect on the understanding the concept that was taught by the teacher. Kemp (1985) affirms that for any meaningful teaching and learning to take place appropriate teaching and learning resources must be used. Court and Ghai (1974) says that, any teaching and learning experience lacking teaching aids always appear to be boring learners. Ayot (1984) asserts that teaching of any concept should be relevant and materials used should be relevant and carefully produced to give out the expected results. He continues to say that it is difficult to isolate the importance of the material used and the concept being taught.
4.3.5 Other Challenges Facing Students in the Process of Learning Basic French
The researcher also identified a couple of challenges in learning French as presented in the table below:
No. Challenges Frequency Percentage
1 Low Attitude 59 98%
2 Pronunciation Problems 52 96%
3 The Age of Learning 33 55%
5 Lack of the Basis in French Language 59 98%
Table 4.5 Other Challenges Experienced by Students in Learning of French.
Ninety eight percent (98%) of the students admitted that they had a challenge low attitude towards the language which is contributed by their lecturers by not motivating them. Low attitude towards the language has become a serious problem to many language learners, this is also witnessed by Wales (2001) in his study where he found that poor motivation of learners leads to students having negative attitude towards a given language and hence failure to master it.
Ninety six percent (96%) of the students reported that their teachers reported late and left early in their lesson. This had some impacts in their syllabus and their understanding of the concept. Through this claims it can be concluded that some of the teachers fails when it comes to the question of time management during teaching and learning process and therefore fail to complete their required contents.
Sixty four percent (64%) of the respondents said that they had pronunciation problems and therefore it comes to be difficult in practicing this language. From these responses it is clear that some of the French lecturers do not pronounce clearly when teaching in class and therefore becomes a challenge to their learners. The finding concur with that of Akhusan, J.M.C. (1984) in his study on problems with regard to teaching and learning Kiswahili in Kenya, where by several problems were identified including pronunciation and low attitude towards the language
Fifty five percent (55%) of the respondents said that they were facing some challenges simply because they were being taught a new language at the age when their abilities to learn language is low and thus face difficulties. This claim is seen as similar to that of Lenneberg (1976) which claims that there is a certain period in the acquisition of the second language, this period which is identified as critical period of hypothesis in language acquisition
Ninety eight percent (98%) of the respondents threw their complaints to the government that there are no clear policies on French language as people lacks the basis in the language and hence learning difficulties. Ogunkeye (2007) attested to this by saying that: “The Federal Government decree says that French is compulsory in Schools, but does nothing to enforce it and therefore creates some difficulties in learning it at their ages”
4.4 Suggested Ways in Dealing with the Challenges Facing Students in Learning Basic French
4.4.1 Solutions Suggested by Students in Addressing the Challenges when Learning Basic French.
The researcher sought to investigate on the possible solution put forward by students regarding challenges facing students in learning French. Table 4.6 shows the solutions suggested by students regarding challenges facing learning of Basic French.
Challenge Way to Address Frequency Percentage
Lack of motivation Lecturers should motivate learners 59 98%
Poor Methodology Proper methodologies to be used in teaching 56 93%
Lack of basis French should be taught from lower levels 59 98%
Lack of books Stocking the library with French books 54 96%
Low Attitude Learners should create positive attitudes 20 33%
Pronunciation problems Students should be given more pronunciation exercises 52 87%
Table 4.6 Solutions Suggested by Students in Addressing the Problems.
Table 4.6 shows that ninety eight percent (98%) of the students suggested that teachers should use appropriate rewards and motivations when teaching that would help students in creating positive attitude toward the subject. Ninety three (93%) of the students suggested that teachers should employ proper methodologies when teaching their students due to the nature of learners, among the suitable method that was proposed was grammar translation method of teaching. Furthermore, Ninety eight (98%) of the students proposed that French language should be learnt from low level of education in Tanzania so as to familiarize students with the language from their early ages. 96% of the respondents suggested that French book should be stocked in the library and library lesson should be introduced to help learners create a sense of personal learning. Thirty three (33%) of the student proposed that students themselves should create good attitude toward the language and therefore can help in addressing the problem of low attitude. Finally, eighty seven (87%) of the respondents rise their ideas on the ways to address the challenge of pronunciation that teachers should provide more pronunciation exercises to equip students with proper pronunciation of French language. These results found to concur with that of Kamau (2013) whereby the respondents suggested different means of addressing the problems of alike. Furthermore, Brown (2000) suggests that motivation is needed to facilitate effective learning. For example, if a person is motivated to learn a second language he/she can never fear to make mistakes when practicing the language.
4.4.2 Solutions Suggested by Teachers Regarding the Challenges of Learning Basic French.
Furthermore, the researcher sought to investigate on the possible solution put forward by teachers regarding challenges facing students in learning French. The findings from interview showed that 2 (50%) respondents suggested that the government should develop the curriculum that incorporates the idea that French language should be taught from lower levels of education like English language simply because it is now an international language and thus can create a strong basis among students.
With regard to irrelevant books in the library, 3 (75%) of the respondents suggested that more relevant books should be made available in the library so as to facilitate easy access to learning of this language. These research findings was similar to that of Kamau (2013) whereby the respondents suggested different means of addressing the challenges in learning Kiswahili in Kenya among of them being in servicing of teachers and proper teaching methods should be applied when teaching. Andola (1998) conducted a survey on the ways to overcome problems in learning second language where he came up with the ways to address the challenges among of them being students should be supplied with some textbooks in order to facilitate the learning of second language. Kendra (2009, p. 11) suggests that willingness to make mistakes allows learners to improve by getting feedback on what they are doing wrong and how to make correction. Beginners do not want to make grammatical mistakes because they usually shy off in making attempts in speaking in French language due to the fact that the already learned language (Mother Tongue) interferes and influences the learning of the second language (French).
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
The purpose of this study was to establish challenges facing students in learning Basic French at the university in St. Augustine university of Tanzania. This study was guided by the following research objectives. To determine students attitudes towards learning Basic French at university, to investigate the challenges faced by students in learning Basic French, and finally was to suggest the ways to address the challenges in learning Basic French.
The study had the assumptions that student and lecturers would cooperate and provide reliable responses. However the study was limited in that it was involving a few selected students and lecturers in St. Augustine university of Tanzania and did not involve all educational stakeholders.
The literature review was presented inform of subsections which included the concept of second language acquisition, challenges faced by students in acquiring second language, ways of addressing the challenges, attitudes of students in learning French language.
The target population was one university in Nyamagana District. In this institution the following samples were raised; 60 students, and 4 French lecturers. The study had two data collection instruments which are questionnaires and interviews. The questionnaires had both open ended and closed ended questions while interviews were semi structured. The data collected in this study was analyzed using qualitative and quantitative procedures. Qualitative and quantitative data were coded and analyzed into frequencies and percentages with the help of SPSS.
5.1 Summary of the Results
The research findings are as presented in chapter four. The following are summaries made from the data collected and as per the objectives of the study:
Majority of the teachers (lecturers) agreed that a high percentage of their student had a low attitude towards French language. Most (75%) of the lecturers seemed to agree that this was due to the influence of society which has a low esteem of French language, which they regard as a useless language. Also some lecturers revealed that they were more comfortable teaching other subjects than teaching French. The students attributed their low attitude towards French language to laziness of their teachers/lecturers, lack of relevant French books in the library as well as lack of usage of teaching aid by their lecturers. They also said that some of their French lecturers were boring in class.
From the study, findings revealed that all the lecturers were qualified to teach and had reasonable experience but majority (75%) of the lecturers complained of being overworked by heavy workload since their university lacks enough professionals of French language. The university lacked adequate French text books and other teaching and learning resources and those which are available are irrelevant. This revealed that many students experienced the problem of shortage of text book and other learning resources thus hampering their teaching and learning of French. The study also revealed that lecturers were always prepared to teach basic French lessons but their lessons were boring to their learners, this impacted negatively to the learning of French.
On the other hand, the study findings came up with the suggested measures to address the challenges when learning Basic French as follows: motivation should be provided to those who do better in French lessons, the library should be equipped with enough relevant French textbooks to facilitate learning, also students themselves should create a good attitude towards this language and hence can all these help in solving the problems.
5.2 Conclusions
In conclusion the researcher identified the following challenges that were facing students in learning French at St. Augustine University of Tanzania:-
One of the major challenges that were witnessed in almost all respondents was lack of teaching and learning resources. The library lacked relevant French text books, a reason that was cited by the students of not reading French books.
Many lecturers reported being overworked and overloaded. This was due to shortage of French teachers. This led to teacher becoming ineffective in their teaching.
Students had negative attitude towards French language. This was contributed by the lack of motivation on part of the teachers.
5.3 Recommendations.
Based on the findings of the study the researcher came up with the following recommendations that would help in addressing most of the challenges:
• French lecturers need to vary their teaching methods to make their lesson interesting and appealing to the learners.
• The government should make sure students learn French at their lower levels of education even from Primary schools to create language basis.
• The institution should employ more French Lecturers to ease the problem of heavy workload experienced by French lecturers.
• Relevant books should be added in the library to ensure students learn better.
5.4 Suggestions for Further Studies
• The study was only confined in Mwanza Region. Similar research needs to be done in all parts of the country.
• More studies should also be done on the benefits of learning French as a second language in today’s world.
REFERENCES
Akhusan, J.M.C. (1984). A Study of Problems With Regard to Teaching and Learning Kiswahili
in Butere North Division Kakamega. Master of Education Kenyatta University.
Awoninyi, T. A. (1982). The Teaching of African Language: Condoris Hodes and Stongton Ltd.
Ayot, H.O.& Patel, M.M. (1987). Instructional Methods. Nairobi Kenyatta University, Kenya. Brown, A. (1973). Developing Language and Literacy. New York: Longman.
Collier, V.P. (1988). The effect of age on acquisition of second language for school. New York:
National Clearing House Press.
Court and Ghai (1974). Education Society and Development, New Perspective from Kenya
Nairobi. Oxford University Press.
Eshwani(1988). Report on National Seminar on Women Access to Higher Education in Kenya.
University of Nairobi.
Guirrora, A. Z. (1975). Empathy and second language learning. Boston: Academic Press. Melander. (2001). Swedish English and the European Union. In S. Boyd and C. Hus (eds.)
Hacking, I. (1975). Why Does Language Matter in Philosophy? Cambridge: Cambridge
Harmer(2007). The Practice of English Language Teaching. 4th ed. Harlow: Pearson Longman.
Hurst, P. (1974). Knowledge and Curriculum. London: Rout ledge and Kagen University Press.
Kamau (2013). Challenges facing students and teachers in the process of teaching and learning
Kiswahili in public schools in Kiambu District. Kenya: Kenyatta University.
Kendra, A. P. (2009). Understanding human language. Nairobi: student’s pulse.com Retrieved
on 15/12/2018.
Kothari, C.K. (1993). Research methodology, Methods and Techniques (2ndEd). Mumbai: New
age International Publishers.
Krashen, S. (1985). Principle and Practice of Second Language Acquisition. New York:
Longman.
Lenneberg, E. (1976). Biological foundations of language. New York: Willey and Sons
Marysia, J. (2004). Language Acquisition. Nairobi: University of Nairobi press.
Melchars, G. (2003). World Englishes. An introduction. New: York Oxford University Press.
Ogunkeye O. (2007). Bilingualism and the Teaching of English and French in Nigeria. Journal of
Social and Cultural Studies, 10(2), url:http://contextjournal.wordpress.com/
Onyemelukwe, I. (1995) Teaching French Effectively under Difficult Circumstances in
Secondary Schools: The Case of Kaduna State, Research in Education, 1 (1)
Orodho, J. A. (2005). Elements of Educational and Social Sciences Research Methods, Bureau of
Education Research Institute and Development. Kenyatta University. Nairobi-Kenya: White Test Score. University Press.
Wales (2001). Poor Motivation in Learners. International Journal of Science Education, 18
(1):91-10
APPENDICES
INTERVIEW FOR LECTURERS
Dear respondent, I am Michael Leo a student in the program of Bachelor of Arts with education at St. Augustine University of Tanzania. I am conducting a research on The Challenges Facing Students in Learning French at University. A Case of St. Augustine University of Tanzania
1. For how many years have you been teaching French language?................
2. Are French textbooks adequate at your University?...............................
3. What teaching methods do you often use in classroom?......................
4. Is the time allocated in the timetable for French lessons adequate?..............
5. What is the performance of students in your University?.............................
A. Have you ever experienced any challenges in the process of teaching French?........................................................................................................
B. If yes, what type of challenges have you experienced?.....................
6. What challenges do your students face in learning French?.........................
7. In your opinion, how can these challenges in the process of teaching and learning French be addressed?......
QUESTIONNAIRE FOR STUDENTS
Dear respondent, I am Michael Leo, a student in the program of Bachelor of Arts with education at St. Augustine University of Tanzania. I am conducting a research on The Challenges Facing Students in Learning French at University. A Case of St. Augustine University of Tanzania. Spare me your time in filling this questionnaire.
INSTRUCTIONS
• Put a tick (√) in the appropriate response and explain where necessary.
BACKGROUND INFORMATIONS
1. Gender
a) . Male. ( )
b) . Female. ( )
2. Year of study
a) . First year. ( )
b) . Second year. ( )
c) . Third year. ( )
3. Course………………….. …….. …
STUDENTS ATTITUDES TOWARDS FRENCH
1. Do you enjoy attending French lessons?
a. . Strongly agree. ( )
b. . Agree. ( )
c. . Disagree. ( )
2. Is it enjoyable listening at your French lecturer?
a. . Strongly agree. ( )
b. . Agree. ( )
c. . Disagree. ( )
3. Is it enjoyable reading French books?
a. Strongly agree. ( )
b. Agree. ( )
c. Disagree. ( )
4. Is French language simple?
a. Strongly agree. ( )
b. Agree. ( )
c. Disagree. ( )
CHALLENGES OF LEARNING FRENCH
1. What challenges do you face when learning French?
a. ................................................................................................................
b. ................................................................................................................
c. ................................................................................................................
d. ................................................................................................................
2. Do you face challenges when doing your assignments?
a. Yes. ( )
b. No. ( )
c. N/A. ( )
3. Does your lecturer help you dealing with difficulties in French?
a. . Yes. ( )
b. . No ( )
c. If Yes, explain to what extent…………………………………………
4. Do you have problems emanating from your lecturer?
a. . Yes. ( )
b. . No. ( )
c. If Yes, state the problem……………………..
WAYS OF ADDRESSING THE CHALLENGES
1. In your opinions, how can the challenges of learning French be addressed?
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