JUNIOR SECONDARY SCHOOL STUDENTS’ INTRALINGUAL ERRORS IN ESSAYS WRITTEN IN FRENCH LANGUAGE

S. M. UMOH, EZENWA P. C. N.

Abstract


This study set out to identify students’ intralingual errors in the essays written in French. The study
adopted the ex-post facto design, using the content analysis technique. The population comprised 2,893
copies of descriptive essays written in French Language by year 3 junior secondary school students in
the Basic Education Certificate Examination (BECE) in 2015, 2016 and 2017 in Imo State. The sample
of 228 essays was selected through stratified, purposive and proportionate random sampling
techniques. The three instruments for the study were the question papers on French Language, the
students’ answer scripts and a researcher-designed Checklist of Intralingual Errors for Learning French
(CIELF). The data from the error analysis were subjected to analysis using the Statistical Package for
the Social Sciences (SPSS) and the research question that guided the study was answered in
percentages. The results showed that the students committed eight intralingual errors, which include
overgeneralization, omission, addition, simplification of parts of speech, misinformation, agreement,
verb forms and mechanical errors. Part of the recommendations is for teachers of French to build
language instructions on students’ prior knowledge and experiences, thereby making French language
learning to be real and interesting to the students.


Keywords


French language learning, Intralingual errors, Error Analysis

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