{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/14456"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/14456","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"L’étude du Français comme matière dans un contexte anglophone : Le cas de trois Établissements postsecondaires au Ghana","abstract":"The French language is the fifth most spoken language in the world and the fourth most used language on the Internet, with over 300 million speakers in the world and 132 million French learners. In addition to this, Africa is home to 59 % of daily French speakers, according to the Organisation internationale de la Francophonie. However, the existing teaching methods for learning French do not always satisfy the linguistic needs of students, making it oftentimes difficult for graduates on the continent to meet language demands in their various fields of study and profession. By means of Ghana’s recent membership in the Francophonie in 2018 and with strategies to adopt French as a second official language soon, the country acknowledges the importance of a population with foreign language proficiency skills, especially in French, to boost economic ties with its bordering francophone countries in the subregion. Regrettably, the current attitude, particularly the lack of motivation of the students (senior high school and post-secondary) towards the learning of the language has raised serious concerns within the government and other social actors motivated us to carry out this study. Our interest is mainly to describe the teaching of French as a foreign language (FLE) in three selected post-secondary institutions in Ghana, to determine the problems faced by students studying French as a subject at the tertiary level in Ghana, and to propose an approach to teaching French that is interdisciplinary. It is hoped that this study, conducted on the learning of French as a subject at the post-secondary level in Ghana, would help researchers better understand current learners' difficulties and ways to improve French language instruction.","abstract_html":"The French language is the fifth most spoken language in the world and the fourth most used language on the Internet, with over 300 million speakers in the world and 132 million French learners. In addition to this, Africa is home to 59 % of daily French speakers, according to the Organisation internationale de la Francophonie. However, the existing teaching methods for learning French do not always satisfy the linguistic needs of students, making it oftentimes difficult for graduates on the continent to meet language demands in their various fields of study and profession. By means of Ghana’s recent membership in the Francophonie in 2018 and with strategies to adopt French as a second official language soon, the country acknowledges the importance of a population with foreign language proficiency skills, especially in French, to boost economic ties with its bordering francophone countries in the subregion. Regrettably, the current attitude, particularly the lack of motivation of the students (senior high school and post-secondary) towards the learning of the language has raised serious concerns within the government and other social actors motivated us to carry out this study. Our interest is mainly to describe the teaching of French as a foreign language (FLE) in three selected post-secondary institutions in Ghana, to determine the problems faced by students studying French as a subject at the tertiary level in Ghana, and to propose an approach to teaching French that is interdisciplinary. It is hoped that this study, conducted on the learning of French as a subject at the post-secondary level in Ghana, would help researchers better understand current learners' difficulties and ways to improve French language instruction.","abstract_has_math":false,"creators":["Agbottah, Stephanie Yedem"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Master of Arts (MA)","degree_level":"Master's","degree_discipline":"French and Francophone Intercultural Studies","degree_department":null,"school":null,"contributors":[],"advisors":["Akinpelu, Michael"],"committee_chairs":[],"committee_members":["Aito, Emmanuel","Melancon, Jerome"],"year":2021,"date_issued":"2021-07","date_published":"2021-07","updated_at":"2026-07-24T04:03:49Z","subjects":[],"languages":["fr"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4969"],"render_values":[{"text":"https://doi.org/10.82465/4969","href":"https://doi.org/10.82465/4969","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/14456","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Akinpelu, Michael"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Aito, Emmanuel","Melancon, Jerome"]},{"key":"dc:creator","label":"Author","values":["Agbottah, Stephanie Yedem"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-12-13T16:56:58Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-12-13T16:56:58Z"]},{"key":"dc:date.issued","label":"Date","values":["2021-07"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["French and Francophone Intercultural Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["fr"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4969"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/14456"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Arts in French and Francophone Intercultural Studies , University of Regina. vi, 167 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["The French language is the fifth most spoken language in the world and the fourth most used language on the Internet, with over 300 million speakers in the world and 132 million French learners. In addition to this, Africa is home to 59 % of daily French speakers, according to the Organisation internationale de la Francophonie. However, the existing teaching methods for learning French do not always satisfy the linguistic needs of students, making it oftentimes difficult for graduates on the continent to meet language demands in their various fields of study and profession. By means of Ghana’s recent membership in the Francophonie in 2018 and with strategies to adopt French as a second official language soon, the country acknowledges the importance of a population with foreign language proficiency skills, especially in French, to boost economic ties with its bordering francophone countries in the subregion. Regrettably, the current attitude, particularly the lack of motivation of the students (senior high school and post-secondary) towards the learning of the language has raised serious concerns within the government and other social actors motivated us to carry out this study. Our interest is mainly to describe the teaching of French as a foreign language (FLE) in three selected post-secondary institutions in Ghana, to determine the problems faced by students studying French as a subject at the tertiary level in Ghana, and to propose an approach to teaching French that is interdisciplinary. It is hoped that this study, conducted on the learning of French as a subject at the post-secondary level in Ghana, would help researchers better understand current learners' difficulties and ways to improve French language instruction."]},{"key":"dc:title","label":"Title","values":["L’étude du Français comme matière dans un contexte anglophone : Le cas de trois Établissements postsecondaires au Ghana"]}]}],"canonical_facts":{"dc:contributor.advisor":["Akinpelu, Michael"],"dc:contributor.committeemember":["Aito, Emmanuel","Melancon, Jerome"],"dc:creator":["Agbottah, Stephanie Yedem"],"dc:date.accessioned":["2021-12-13T16:56:58Z"],"dc:date.available":["2021-12-13T16:56:58Z"],"dc:date.issued":["2021-07"],"dc:description":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Arts in French and Francophone Intercultural Studies , University of Regina. vi, 167 p."],"dc:description.abstract":["The French language is the fifth most spoken language in the world and the fourth most used language on the Internet, with over 300 million speakers in the world and 132 million French learners. In addition to this, Africa is home to 59 % of daily French speakers, according to the Organisation internationale de la Francophonie. However, the existing teaching methods for learning French do not always satisfy the linguistic needs of students, making it oftentimes difficult for graduates on the continent to meet language demands in their various fields of study and profession. By means of Ghana’s recent membership in the Francophonie in 2018 and with strategies to adopt French as a second official language soon, the country acknowledges the importance of a population with foreign language proficiency skills, especially in French, to boost economic ties with its bordering francophone countries in the subregion. Regrettably, the current attitude, particularly the lack of motivation of the students (senior high school and post-secondary) towards the learning of the language has raised serious concerns within the government and other social actors motivated us to carry out this study. Our interest is mainly to describe the teaching of French as a foreign language (FLE) in three selected post-secondary institutions in Ghana, to determine the problems faced by students studying French as a subject at the tertiary level in Ghana, and to propose an approach to teaching French that is interdisciplinary. It is hoped that this study, conducted on the learning of French as a subject at the post-secondary level in Ghana, would help researchers better understand current learners' difficulties and ways to improve French language instruction."],"dc:identifier.doi":["https://doi.org/10.82465/4969"],"dc:identifier.uri":["https://hdl.handle.net/10294/14456"],"dc:language.iso":["fr"],"dc:publisher":["Faculty of Graduate Studies and Research, University of Regina"],"dc:title":["L’étude du Français comme matière dans un contexte anglophone : Le cas de trois Établissements postsecondaires au Ghana"],"dc:type":["master thesis"],"thesis:degree_discipline":["French and Francophone Intercultural Studies"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["Faculty of Graduate Studies and Research, University of Regina"]},"updated_at":"2026-07-24T04:03:49Z"}