Motivation And Attitude Of Jss 3 French Learners In Some Selected Schools In Calabar
Auteurs : Garba Malik . Edojah Ifechukwude Philipa . Ehigie Dare Eriel .
Résumé
This paper investigates how attitude and motivation contribute to Junior Secondary School (J.S.S 3) students' success in the acquisition of French as a Foreign Language (FFL) in selected schools in Calabar municipality. The objectives of the study include examining the influence of motivation on learners’ academic achievement and assessing their classroom attitude towards French Language learning. The study adopts Gardner’s Socio-Educational Model of Second Language Acquisition (1985) and Dornyeis Motivational Framework (2005). These theories are deeply rooted in language learning, particularly in shaping academic performance of the target audience. A descriptive survey research design was employed to examine the extent to which French learners’ motivation, attitude, and fluency influence their achievement in a French class. The target population comprised of 180 JSS III public school students with a selection of 30 from each of the six selected citadels in Calabar Municipality, Cross River State, Nigeria. The research employs a simple random sampling technique to select participants with 15 male and 15 female students chosen from each selected school. A structured questionnaire using a 4-point Likert scale was adopted to evaluate learners’ intrinsic and extrinsic motivation and attitude in a French language class. The evaluation was facilitated through students' exam scores, continuous assessments, and overall French grades. The Cronbach's alpha reliability test was conducted through a pilot study to ensure internal consistency. The authorities of the said schools eased the task of administering questionnaires and conducting interviews with the learners and their facilitators. An independent t-test was used for data analysis. The results indicate that intrinsic motivation and attitude significantly predict academic achievement in French, whereas extrinsic motivation does not have a substantial effect.
Mots clés
Motivation, attitude, FFL, learners, performance
