Developing French for Specific Purposes to Enhance Foreign Language Skills of Curriculum and Teaching Students in The University of Calabar
Abstract
Traditional language teaching methodologies often fall short in meeting the specialized needs of learners who require language skills for specific professional contexts. This gap has led to the emergence of French for Specific Purposes (FSP), a subfield focused on equipping learners with the necessary skills to function effectively in their chosen professions. This study aimed to evaluate the effectiveness of FSP in enhancing language skills and cultural knowledge among learners in the Department of Curriculum and Teaching, Faculty of Educational Foundation Studies. To achieve this objective, three research questions were formulated. A literature review was conducted based on the study variables, and a descriptive research design was employed. The target population comprised all students and instructors in the Department of Curriculum and Teaching, University of Calabar, who are involved in French language courses. A purposive sample of 31 respondents, including 25 learners and 6 instructors, was selected. Data were collected through semi-structured questionnaires and interviews, providing rich qualitative insights. Thematic analysis techniques, involving simple percentages, were used to analyze the qualitative data. The results revealed that learners in the Department of Curriculum and Teaching face specific language needs and challenges. Additionally, FSP instruction was found to significantly enhance learners' language proficiency and cultural understanding. The study also indicated that FSP instruction positively influences the perceptions and attitudes of both learners and instructors towards FSP. The findings of this study have important implications for the design and implementation of FSP courses, especially in the context of tertiary education. These insights are valuable for curriculum developers, educators, and policymakers aiming to improve language education and ensure its alignment with professional and academic needs.
References
Agustín-Llach, M. P., & Canga Alonso, A. (2016). The role of L1 and proficiency in L2 collocational use. International Journal of English Studies, 16(1), 75-95.
Aliakbari, M., & Boghayeri, M. (2014). A needs analysis approach to ESP syllabus design: A descriptive study of students’ needs in an Iranian context. Journal of Studies in Education, 4(2), 61-71.
Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. Palgrave Macmillan.
Basturkmen, H., & Shackleford, N. (2015). Collaboration between ESP teachers and subject specialists: Making ESP work. English for Specific Purposes, 37, 40-46.
Belcher, D. (2009). What ESP is and can be: An introduction. In D. Belcher (Ed.), English for Specific Purposes in Theory and Practice (pp. 1-20). University of Michigan Press.
Braun, V., Clarke, V., & Hayfield, N. (2022). ‘A starting point for your journey, not a map’: Nikki Hayfield in conversation with Virginia Braun and Victoria Clarke about thematic analysis. Qualitative research in psychology, 19(2), 424-445.
Burhanuddin, B., & Arham, M. (2017). Apologizing in the Makassar Language: A Cross-Cultural Comparison Study on Politeness Strategies. Tamaddun, 16(2), 57-56.
Byram, M. (2019). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters, 2, 43-53.
Chan, M. (2011). Needs analysis of hotel management students: A case study of Hong Kong. Asian ESP Journal, 7(2), 97-110.
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge University Press.
Ekpenyong, V. O., Tawo, C. N., & Oboqua, E. D. (2018). Non-formal education for empowering adults in Nigeria for sustainable development. Adult Education in Nigeria, 23(II), 120-127.
Farida, F., Supardi, S., Abduh, A., Muchtar, J., Rosmaladewi, R., & Arham, M. Technology and Hybrid Multimedia for Language Learning and Cross-Cultural Communication in Higher Education. ASEAN Journal of Science and Engineering, 4(2), 331-348.
Gass, S. (2012). International relations students’ attitudes towards an FSP course: An exploratory study. Language Teaching Research, 16(2), 231-249.
Hutchinson, T., & Waters, A. (2007). English for Specific Purposes: A Learning-Centred Approach. Cambridge University Press.
Itasanmi, S. A., Ekpenyong, V. O., Akintolu, M., & Ajani, O. A. (2022). A predicting analysis of academic staff’s motivation to teach online in a Nigerian university. Electronic Journal of E-Learning, 20(3), pp284-295.
Kaewpet, C. (2009). A framework for investigating learner needs: Needs analysis extended to curriculum development. English for Specific Purposes, 28(2), 200-209.
Lazaraton, A. (2001). Teaching oral skills in academic English programs. In J. Flowerdew & M. Peacock (Eds.), Research Perspectives on English for Academic Purposes (pp. 103-121). Cambridge University Press.
Long, M. H. (2005). Second Language Needs Analysis. Cambridge University Press.
Nwazue, U. C. (2023). Boko Haram Insurgency and Shrinking Space for Survival of the Girl-Child in Chris Eneji’s Zahra. Media, Culture and Conflict in Africa, 185.
Okoro, L. (2023). Promoting Goodwill and Universal Humanism through Storytelling; the Ibuanyidanda Philosophical Initiative. GNOSI: An Interdisciplinary Journal of Human Theory and Praxis, 6(1), 227-235.
Okoro, L., & Nwazue, U. C. (2022). Showcasing African Story through Multimedia Performance: A Review of Rejected Blessing. ELT Worldwide, 9(1), 198-208.
Safont Jordà, M. P. (2005). Third Language Learners: Pragmatic Production and Awareness. Multilingual Matters.
Samad, S., Jabu, B., Abduh, A., & Arham, M. (2022). Challenges In Implementing Intercultural Counselling In Indonesian Educational Contexts: University Students’ Perceptions. Journal of Positive School Psychology, 10177-10182.
Taillefer, G. (2007). The professional language needs of economics graduates: Assessment and perspectives in the French context. English for Specific Purposes, 26(2), 135-155.
Umukoro, G. M., & Ohanyere, L. (2020). “French is not my Language”: Reactions by Foreign Language Learners in Africa. Lwati: A Journal of Contemporary Research, 17(2), 122-142.
Wozniak, S. (2010). Teaching medical French to non-native speakers: A study of effectiveness and students' needs. Language Learning Journal, 38(2), 235-248.
Copyright (c) 2024 Goodness Uka Kalu, Gloria Mayen Umukoro
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Tamaddun journal agree to the following terms:
1. Authors retain the copyright and grant Tamaddun the right of first publication. The work will be licensed under a Creative Commons Attribution License (CC BY 4.0), which permits others to share the work with proper acknowledgment of the authorship and initial publication in this journal.
2. Authors may enter into additional non-exclusive agreements for the distribution of the published version of their work (e.g., posting it to an institutional repository or including it in a book), provided that the initial publication in this journal is acknowledged.
3. Authors are encouraged to post their work online (e.g., in institutional repositories or on their personal websites) before and during the submission process. This can lead to productive exchanges and increase the visibility and citation of the published work.
