LEXICAL INTERFERENCE AND SELF CONCEPT AS FACTORS AFFECTING THE LEARNING OF FRENCH LANGUAGE IN TERTIARY INSTITUTIONS: A CASE STUDY OF THE CENTRE FOR UNDERGRADUATE PROGRAMMES, FEDERAL COLLEGE OF EDUCATION ABEOKUTA IN AFFILIATION WITH THE UNIVERSITY OF IBADA

This research discussed how Lexical Interference and Self-Concept affect learning French language in tertiary institutions in Nigeria using Federal College of Education Abeokuta, in affiliation with the University of Ibadan as a case study. Lexical interference is the process of speakers or writers applying knowledge from their native language to a second or foreign language. Self-concept is the individual’s own organized and conscious conception of the self, including a person’s observation of the self in terms of personal targets and values, and in social interactions. It has been observed that students with high self-concept tend to have a disposition towards the learning of French while the reverse is the case with their counterparts with low self-concept who form the majority of students of French language. Therefore, this study investigates how self-concept and lexical interference affect the learning of French language in tertiary institutions in Nigeria using Federal College of Education Abeokuta, in affiliation with the University of Ibadan as a case study. The study adopted a descriptive survey research design. Four research questions guided the study. The target population of the study comprised French language students of Federal College of Education Abeokuta, in affiliation with the University of Ibadan. The study found out that majority of French students study French just for certification and not for the purpose of communicating in the language. The study recommended among others that French students in tertiary institutions should endeavor to develop a positive self-concept towards the learning of French language and they should study the language for the purpose of communication and not just for certification.