DIFFICULTÉS SYNTAXIQUES DANS LA PRODUCTION ÉCRITE DES APPRENANTS NIGÉRIANS DE FRANÇAIS EN CONTEXTE MULTILINGUE : ÉTUDE DE CAS À L’UNIVERSITÉ DE L’ÉTAT D’OSUN

• Temiloluwa Kasumu

  Redeemer’s University, Ede

  Author

• Dr. Alade, Joyce Omotayo

  Author

• Dr. Oyetunde, Julius Oluwafemi

  Author

This study examines the syntactic difficulties that hinder the acquisition of written competence in French among Nigerian learners of French as a Foreign Language (FLE) at Osun State University. Grounded in language acquisition theory, particularly Chomsky’s distinction between linguistic competence and performance, the research adopts a descriptive approach with a predominantly quantitative orientation. Data were collected from fifty (50) first- and second-year undergraduate students of French using a structured questionnaire based on a Likert scale. The findings reveal recurrent difficulties related to grammatical agreement, word order, the use of pronouns, verb tenses, and logical connectors, which negatively affect the clarity and coherence of written productions. These difficulties are mainly attributed to linguistic interference from the learners’ mother tongue and English, as well as limited exposure to written French. The study highlights the need for targeted pedagogical strategies focusing on explicit instruction in syntax and the development of writing skills. It thus contributes to research on FLE in multilingual contexts and proposes practical avenues for improving the teaching of French in Nigeria.

1. Dr. Oyetunde, Julius Oluwafemi

   Faculty of Humanities
   Department of French
   
   

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