ISSUES AND CHALLENGES OF FRENCH SOUNDS /Ø/ AND /Y/ AMONG YORUBA LEARNERS OF FRENCH IN SELECTED ABEOKUTA SOUTH SECONDARY SCHOOLS

This study investigates the difficulties Yoruba learners of French in selected secondary schools in Abeokuta South encounter in articulating the French vowel sounds /ø/ and /y/. These sounds, which do not exist in the Yoruba phonological system, often lead to substitution errors and inaccurate pronunciation. A descriptive research design was adopted, involving classroom observations, pronunciation tests, and questionnaires administered to French teachers and students. Findings reveal that linguistic interference from Yoruba, limited exposure to native French speech models, and inadequate phonetics instruction significantly contribute to learners’ challenges. The study further identifies recurring patterns of mispronunciation and highlights the need for targeted phonetic training. It concludes that improving teaching strategies, integrating audio-visual materials, and offering sustained oral practice can enhance students’ mastery of these French vowel sounds.