A Holistic Approach to Language Skills Acquisition: The Case of French as a Foreign Language Teaching and Learning in Nigeria

Abstract

Most students of French in Nigeria can hardly read or write in the language even after graduation. This is due to lack of adequate instructional materials and poor teaching methodology. Some teachers of French don't teach these skills at all and those who attempt to teach them, lack the methods and techniques; therefore making teaching and learning very boring for the students. The focus of teaching is usually on listening and speaking to the detriment of the other two important skills - reading and writing. To overcome this deficiency and make the French language class effective and interesting, the teacher can adopt the whole language approach. This study examines the application of a holistic approach to language skills acquisition in French as a Foreign Language (FFL) teaching and learning in Nigeria. Despite the importance of French in Nigeria, FFL teaching and learning in the country faces numerous challenges, including inadequate instructional materials, insufficient teachers training, and a lack of emphasis on holistic language skills acquisition. The study aims to address these challenges by exploring the potential of a holistic approach to language skills acquisition in FFL teaching and learning in Nigeria using secondary data. The findings reveal that a holistic approach to language skills acquisition can improve FFL learners’ proficiency in listening, speaking, reading, and writing skills. It can also arouse their interest and motivate them to learn. The study recommends the adoption of a holistic approach to language skills acquisition.