CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

French is one language that is taught in every school in Nigerian. It is perceived to be as important as the mandatory English Language.

The Nigeria nation is perceived as a country where diverse languages are spoken but belong to the English population that is surrounded by the population of French countries, Cameroon specifically. For smooth and productive communication and working relationship with the border countries, the Nigerian citizens mandatorily require a good knowledge of French language (Ntibe 2009). Onyemelukwe2004 opined that Nigeria is a country where diverse languages are spoken in a sea of francophone, and as such, the Nigerian citizens do not just need a good knowledge of French language to be able to relate and interact with the border countries but also to be able to relate with the French world as a whole. Irrespective of the mentioned above, French language has still been given little attention in Nigeria as students see it as a difficult to learn and understand subject. In recent times, dating back the sixties, French language was instituted into the countries education after the extinction of Latin language. The language was highly esteemed because the users were seen as prestigious. But today, the feelings are no longer the same. In the late seventies and eighties, professionals were brought into the country to teach the language in the Nigerian secondary schools. Since early nineties, Nigerian government started losing interest in the teaching and learning of the French language. Presently, French teachers are rarely if not no more employed in the secondary schools, while the already employed ones are subjected to teach some other subjects like English language, literature in English and some other subjects because the original language they came to teach, French, is seen as irrelevant.

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