Learning French in non-linguistic disciplines: Attitudes and perceptions of students of Legon Center for International Affairs and Diplomacy, University of Ghana

Abstract

Learning French as a Foreign Language (FLE) in a non-linguistic discipline requires effort and awareness on the part of the teacher and the learner. The aim of this study is to analyse the attitudes and perceptions of postgraduate students of International Relations at the University of Ghana towards learning French. The introduction of French language courses in the Masters programme at this level is intended to provide students with a linguistic base in a language of international communication to facilitate understanding of exchanges in French with Francophone neighbours in the exercise of their diplomatic and international relations functions. However, it has been observed that most students have difficulty in mastering the structures of the French language. The study is based on functionalist approach. Data was collected through a questionnaire sent to the students on Google docs. The results showed mixed representations on the part of the students. Some showed positive attitudes towards French, some felt obliged to do so, given the importance of inter-regional communication, while others perceived French as means of enhancing their career and that needs to be learnt from primary school. The findings demonstrated that despite the lackadaisical approach to learning activities in class, the students held positive attitudes to foreign language learning.