The Challenges of Teaching and Learning French for Specific Purposes (FSP) in the Nigeria French Language Village, Badagry

material for future researchers who may wish to conduct further studies on French immersion, professional language training, or language education in specialized contexts. Literature Review Concept of French for Specific Purposes French for Specific Purposes , a branch of Languages for Specific Purposes , refers to the teaching of French tailored to the communicative needs of learners within particular professional, academic, or occupational contexts. Unlike general French instruction, which emphasizes broad linguistic competence, FSP focuses on specialized vocabulary, discourse patterns and communicative tasks relevant to fields such as business, diplomacy, tourism, science and education (Basturkmen, 2020; Long, 2022). The primary goal of FSP is to equip learners with functional language skills that enable effective performance in real-life professional situations. Recent studies emphasize that the effectiveness of FSP depends largely on needs analysis, learner motivation and the relevance of course content to target situations (Belcher, 2020). In the Nigerian context, where French serves as a strategic language for regional integration and international relations within West Africa, FSP plays a crucial role in preparing students for cross-border communication and employment opportunities (Oyetade & Bamgbose, 2021). Teaching and Learning of FSP in Immersion Contexts Immersion-based language learning environments are widely recognized as effective for developing communicative competence because they provide continuous exposure to the target language in authentic social and academic settings. The Nigeria French Language Village , Badagry, was established to simulate a francophone environment where learners interact exclusively in French. Research indicates that immersion environments enhance language fluency, cultural competence and learner confidence (Genesee, 2021; Lightbown & Spada, 2021). However, the effectiveness of immersion for FSP depends on the alignment between immersion activities and learners’ professional needs. Studies show that when immersion programs fail to integrate domain-specific tasks, learners may develop general language skills without acquiring the specialized competencies required for their fields (Long, 2022). This gap presents a major concern for institutions responsible for professional language training. Challenges in Teaching French for Specific Purposes Despite its importance, several challenges hinder the effective teaching of FSP. One major issue is the shortage of specialized instructional materials tailored to specific professional domains. Many lecturers rely on general French textbooks, which do not adequately address field-specific communication needs (Basturkmen, 2020). Another challenge relates to teacher preparation. FSP lecturers are often trained as general language teachers and may lack sufficient knowledge of the professional disciplines they are expected to teach. This limits their ability to design authentic learning tasks and conduct meaningful needs analysis (Belcher, 2020). Additionally, large class sizes, limited instructional time and inadequate technological resources further constrain effective teaching in many developing-country contexts. Learners also face difficulties such as low proficiency levels, limited exposure to French outside the classroom, anxiety about speaking and low motivation when course content is not perceived as relevant to their career goals (Lightbown & Spada, 2021). French Language Education in Nigeria and the Role of the Nigeria French Language Village French occupies a strategic position in Nigeria’s language policy due to the country’s geographical location among francophone nations. The Federal Government established the Nigeria French Language Village in Badagry to strengthen French language proficiency through immersion training for tertiary students and professionals (Federal Ministry of Education, 2022). Studies on French language education in Nigeria highlight persistent challenges such as inadequate funding, insufficient teaching materials, shortage of qualified teachers and weak implementation of language policies (Oyetade & Bamgbose, 2021). While the NFLV provides a unique immersion opportunity, there is limited empirical research on how effectively it supports the teaching and learning of French for Specific Purposes. Understanding the pedagogical, institutional and learner-related challenges within this context is therefore essential for improving program effectiveness. Theoretical Framework This study is anchored on two complementary theoretical perspectives: Needs Analysis Theory and Communicative Language Teaching . These frameworks provide a foundation for understanding the principles guiding the teaching and learning of French for Specific Purposes , particularly within an immersion environment such as the Nigeria French Language Village, Badagry. Needs Analysis Theory Needs Analysis Theory is one of the most fundamental principles underlying Language for Specific Purposes and its branches, including French for Specific Purposes. The theory emphasizes that language instruction should be designed based on the specific communicative requirements of learners in their academic, professional, or occupational contexts. According to Long (2022), needs analysis involves identifying learners’ target situation needs (what learners must be able to do with the language), present situation needs (their current level of proficiency) and learning needs (the conditions required for effective learning). In the context of French for Specific Purposes, needs analysis helps determine the type of language skills, vocabulary and communicative tasks required in fields such as business, tourism, administration, or diplomacy. Basturkmen (2020) explains that FSP programmes that are based on systematic needs assessment tend to be more relevant, motivating and effective because they align instructional content with learners’ real-life goals. The relevance of this theory to the present study lies in its emphasis on aligning teaching practices at the Nigeria French Language Village with the professional needs of learners. If learners’ needs are not adequately identified or reflected in course design, the effectiveness of FSP instruction may be limited. This framework therefore provides a basis for examining whether the teaching and learning processes at the Village adequately address learners’ specific language needs. Communicative Language Teaching Communicative Language Teaching is another theoretical framework that underpins the teaching of French for Specific Purposes. CLT focuses on the development of communicative competence, which includes the ability to use language appropriately and effectively in real-life situations. Rather than emphasizing memorization of grammatical rules, the approach encourages meaningful interaction, task-based learning and the use of authentic materials (Richards, 2022). In FSP contexts, CLT is particularly relevant because professional communication requires learners to perform practical tasks such as writing reports, participating in meetings, making presentations, negotiating and interacting with clients or colleagues. Lightbown and Spada (2021) note that learners acquire language more effectively when they engage in meaningful communication that reflects real-world use. Within an immersion setting such as the Nigeria French Language Village, CLT supports the use of French as the primary medium of communication both inside and outside the classroom. The effectiveness of the immersion experience depends largely on the extent to which learners actively use the language in authentic social and academic interactions. This theoretical perspective is therefore useful in examining how teaching methods, classroom practices and the language environment influence the acquisition of specialized communicative competence in French. Relevance of the Theoretical Framework to the Study The integration of Needs Analysis Theory and Communicative Language Teaching provides a comprehensive framework for this study. While Needs Analysis ensures that FSP instruction is relevant to learners’ professional goals, CLT emphasizes the development of practical communicative competence through meaningful language use. Together, these theories highlight the importance of learner-centred instruction, authentic learning experiences and supportive learning environments. In relation to the Nigeria French Language Village, these frameworks guide the investigation of whether instructional practices, learning resources and the immersion environment effectively support the development of French for Specific Purposes. They also provide a basis for identifying gaps between programme objectives and actual learning outcomes, thereby informing recommendations for improving the teaching and learning of FSP at the institution. Empirical Review Studies on French for Specific Purposes and Language Instruction Recent research on French for Specific Purposes and related instructional models demonstrates persistent challenges in implementing context-based, needs-oriented language programmes. For example, Akande and Yusuf (2021) examined business French instruction in Nigerian universities and found that inadequate specialized teaching materials and lack of industry-relevant tasks significantly hindered students’ acquisition of professional communicative competence. The study concluded that effective FSP programmes require well-designed curricula that integrate real workplace scenarios and domain-specific communicative activities. Similarly, Ndiaye and Camara (2022) conducted a comparative study of FSP instruction in Senegal and Guinea and found that learner engagement, task authenticity and teacher expertise were major predictors of success. Their results indicated that teachers with interdisciplinary experience and authentic professional contexts within classroom activities produced better learner outcomes compared with programmes focused solely on textbook exercises. This underscores the need for task-based and learner-centred FSP approaches (Long, 2022) and supports the argument that professional language proficiency goes beyond grammatical knowledge. In a study of French for Academic Purposes at a Nigerian university, Bello (2023) reported that students perceived low relevance of course content to their career goals, resulting in limited motivation and poor performance in specialized language tasks. The study highlighted the importance of aligning instructional content with learners’ professional trajectories to enhance motivation and learning outcomes. This finding is consistent with research by Le Roux and Archibald (2024), which showed that motivation directly influences participation in task-based language activities and ultimately affects communicative competence among tertiary learners. Studies on Immersion and Language Learning Immersion programmes are widely acknowledged as effective for developing language competence, yet empirical evidence points to implementation challenges in many institutional settings. Mbanya (2021) assessed outcomes of a French immersion programme in Cameroon and found that while the immersion environment improved oral fluency and cultural awareness, it did not sufficiently develop domain-specific language skills required for professional contexts. The study attributed this gap to poor alignment between immersion activities and FSP objectives, limited teacher preparation and lack of authentic task integration. A related study by Smith and Joan (2022) investigated student perceptions of immersion experiences in West African francophone and anglophone contexts. Students reported that exposure to continuous French use improved general communication skills, but they noted that immersion alone was insufficient for acquiring specialized vocabulary and professional discourse. This finding aligns with research by Lightbown and Spada (2021), who emphasize that meaningful communicative practice not mere exposure is crucial for the development of advanced language competence. Institutional and Learner-Related Challenges in Language Programmes Several studies have documented institutional constraints that affect language programmes in Nigeria and similar contexts. Ogunleye and Adewale (2022) examined resource limitations in Nigerian universities’ language departments and identified scarcity of modern learning technologies, inadequate facilities and limited access to authentic language materials as major barriers to effective instruction. Their findings highlight the gap between policy goals and practical implementation, especially in specialised language programmes. In the context of immersion environments, Karim and Bako (2023) investigated learning challenges among French immersion students in Northern Nigeria. The study identified language anxiety, low proficiency levels and inconsistent application of immersion policies as major factors that hinder learning outcomes. Students reported difficulty sustaining French use outside structured classroom tasks, reducing the effectiveness of the immersion experience. Furthermore, Atanda and Ojo (2024) explored the influence of socio-educational factors on learner performance in French programmes and found that peer interaction patterns, socio-cultural attitudes towards French and learners’ perceptions of utility significantly influenced engagement and achievement in specialized language classes. Their study supports the need for holistic FSP designs that integrate motivation, learner support and realistic task contexts. Methodology Research Design The study adopted a descriptive survey research design. This design is considered appropriate because it allowed the researcher to collect data from a large number of students and lecturers at the Nigeria French Language Village , Badagry, without manipulating any variables. It facilitates a systematic description of the challenges affecting the teaching and learning of French for Specific Purposes , including pedagogical, institutional and learner-related factors. Additionally, this design enables an examination of the relationship between these challenges and learners’ performance and engagement in FSP programmes. Population of the Study The population for this study consists of all students and lecturers participating in French for Specific Purposes programmes at the Nigeria French Language Village, Badagry. Specifically, it includes students enrolled in FSP immersion courses during the 2025/2026 academic session and all lecturers responsible for teaching FSP courses at the Village. According to the official records of the NFLV (2024), the student population is 1,200, while there are 45 lecturers actively involved in FSP teaching. Sample and Sampling Technique A total of 210 students and 30 lecturers will be selected as the sample for this study. A multi- stage sampling technique will be employed to ensure representative participation. In the first stage, stratified sampling will divide the student population into levels of study - beginner, intermediate and advanced FSP learners. In the second stage, simple random sampling will be applied to select 210 students proportionally from each level. In the final stage, all lecturers teaching FSP will be invited to participate, resulting in a sample of 30 lecturers. This method ensures that both learner and instructor perspectives are adequately represented. Research Instrument Data for the study will be collected using a structured questionnaire titled Challenges of Teaching and Learning French for Specific Purposes Questionnaire (CTLFSPQ). The questionnaire will include four sections. Section A will collect demographic information, including age, gender, level of study and teaching experience. Section B will examine pedagogical and instructional challenges, such as teaching methods, curriculum relevance and task-based activities, with responses measured on a four-point Likert scale ranging from Strongly Disagree to Strongly Agree. Section C will address institutional and environmental factors, including the availability of instructional materials, technology, facilities and immersion support, also using a four-point Likert scale. Section D will focus on learner- related challenges, including motivation, proficiency and exposure to authentic professional contexts. Total scores from Sections B, C and D will be used to classify challenges as low, moderate, or high. Validity of the Instrument The validity of the questionnaire will be ensured through face, content and construct validity. For face validity, language education experts will review the items to ensure clarity, appropriateness and relevance. Content validity will be established by experts in French language teaching and FSP, ensuring that the questionnaire adequately covers all dimensions of pedagogical, institutional and learner-related challenges. Construct validity will be assessed through pilot testing with 20 students and 5 lecturers not included in the main study sample. Correlations among related items will be analyzed to confirm the constructs. Reliability of the Instrument The reliability of the instrument will be determined using the test–retest method. The questionnaire will be administered to 20 students and 5 lecturers outside the main study sample and re-administered after a two-week interval. The correlation between the two sets of scores will indicate stability over time. Internal consistency will also be assessed using Cronbach’s alpha, with a coefficient of 0.70 or higher considered acceptable (Nunnally & Bernstein, 1994). Administration of the Instrument The questionnaires will be distributed by the researcher with the assistance of five trained research assistants. Respondents will be given adequate time to complete the instrument and completed questionnaires will be collected on a predetermined date. Participation will be voluntary and the confidentiality of responses will be strictly maintained. Method of Data Analysis Data collected will be coded and analyzed using both descriptive and inferential statistics. Descriptive statistics, including frequencies, percentages, means and standard deviations, will summarize respondents’ demographic characteristics as well as the extent of pedagogical, institutional and learner-related challenges. Inferential statistics, specifically regression analysis, will be used to examine the relationships between the identified challenges and students’ engagement or performance in FSP courses. Data Presentation, Analysis and Discussion of Findings This section presents the analysis of data collected for the study titled 'The Challenges of Teaching and Learning French for Specific Purposes in the Nigeria French Language Village, Badagry.' The analysis was based on data obtained from 240 respondents, comprising 210 students and 30 lecturers of the Nigeria French Language Village , Badagry. The data were analyzed using descriptive statistics involving frequency counts, percentages, mean and standard deviation to answer the research questions. A criterion mean of 2.50 was adopted for decision making. Any item with a mean score of 2.50 and above was regarded as Accepted, while items below 2.50 were regarded as Rejected. 4.2 Demographic Characteristics of Respondents Table 4.1: Distribution of Respondents by Gender Gender Frequency Percentage (%) Male 132 55.0 Female 108 45.0 Total 240 100 Source: Field Survey, 2026 Table 4.1 reveals that 132 (55.0%) of the respondents were males while 108 (45.0%) were females. This indicates that both genders were adequately represented in the study. Table 4.2 Distribution by Respondent Category Category Frequency Percentage (%) Students 210 87.5 Lecturers 30 12.5 Total 240 100 The table shows that 210 (87.5%) respondents were students while 30 (12.5%) were lecturers. Table 4.3 Distribution according to Level of Study (Students) Level Frequency Percentage Beginner 78 37.1 Intermediate 72 34.3 Advanced 60 28.6 Total 210 100 Table 4.4 Distribution of Lecturers by Years of Experience Years of Experience Frequency Percentage 1–5 years 8 26.7 6–10 years 11 36.7 Above 10 years 11 36.6 Total 30 100 4.3 Answers to Research Questions Research Question One To what extent is French for Specific Purposes effectively taught at the Nigeria French Language Village, Badagry? Table 4.5 Extent to which French for Specific Purposes is Effectively Taught S/N Items SA A D SD Mean Decision f fx f fx f fx f fx 1 The objectives of FSP are clearly communicated during lessons. 98 392 90 270 34 68 18 18 3.12 Accepted 2 Lecturers employ learner- centred instructional methods during FSP lessons. 102 408 86 258 32 64 20 20 3.13 Accepted 3 Teaching methods used enhance students' understanding of specialized French. 96 384 92 276 35 70 17 17 3.11 Accepted 4 Assessment methods adequately measure students' professional language competence. 88 352 94 282 42 84 16 16 3.06 Accepted 5 Overall, French for Specific Purposes is effectively taught at NFLV. 104 416 82 246 36 72 18 18 3.13 Accepted Grand mean 3.11 The findings in Table 4.5 indicate that respondents generally agreed that French for Specific Purposes is effectively taught at the Nigeria French Language Village. All five questionnaire items recorded mean scores above the benchmark of 2.50, with values ranging from 3.06 to 3.13. The grand mean of 3.11 indicates a high level of agreement that the teaching of FSP is generally effective. Respondents particularly agreed that lecturers employ learner-centred instructional methods, communicate course objectives clearly and use teaching approaches that enhance students’ understanding of specialized French. Research Question Two What pedagogical challenges do lecturers face in the teaching of French for Specific Purposes at the Nigeria French Language Village, Badagry? Table 4.6 Pedagogical Challenges Faced by Lecturers in Teaching French for Specific Purposes S/N Items SA A D SD Mean (x̄) Decision f fx f fx f fx f fx 1 There is inadequate availability of specialized FSP teaching materials. 120 480 76 228 28 56 16 16 3.25 Accepted 2 Most lecturers have limited training in French for Specific Purposes pedagogy. 114 456 82 246 30 60 14 14 3.17 Accepted 3 Large class sizes affect effective teaching of FSP. 108 432 88 264 28 56 16 16 3.20 Accepted 4 Limited instructional time hinders effective delivery of FSP lessons. 116 464 84 252 24 48 16 16 3.25 Accepted 5 Insufficient technological facilities reduce the effectiveness of FSP instruction. 124 496 74 222 26 52 16 16 3.28 Accepted Grand Mean 3.23 Table 4.6 indicates that respondents agreed that lecturers encounter several pedagogical challenges in teaching French for Specific Purposes at the Nigeria French Language Village. All the items recorded mean scores above the criterion mean of 2.50, ranging from 3.17 to 3.28. The highest mean score (3.28) was recorded for the item indicating that insufficient technological facilities reduce the effectiveness of FSP instruction, while the lowest mean (3.17) related to lecturers' limited professional training in FSP pedagogy. The grand mean of 3.23 demonstrates that pedagogical challenges constitute a major constraint to effective teaching of French for Specific Purposes. Research Question Three What learning difficulties do students encounter in the acquisition of French for Specific Purposes? Table 4.7 Learning Difficulties Encountered by Students in Acquiring French for Specific Purposes S/N Items SA A D SD Mean (x̄) Decision f fx f fx f fx f fx 1 Students have inadequate background knowledge of general French before studying FSP. 126 504 70 210 28 56 16 16 3.28 Accepted 2 Students experience difficulty understanding specialized French vocabulary. 118 472 82 246 24 48 16 16 3.28 Accepted 3 Students have limited opportunities to practise professional French outside the classroom. 122 488 78 234 24 48 16 16 3.25 Accepted 4 Language anxiety affects students' participation during FSP lessons. 112 448 86 258 26 52 16 16 3.23 Accepted 5 Students' motivation influences their learning of French for Specific Purposes. 120 480 80 240 24 48 16 16 3.27 Accepted Grand mean 3.26 Table 4.7 shows that respondents agreed that students experience considerable learning difficulties in acquiring French for Specific Purposes. The mean scores for all five items ranged from 3.23 to 3.28, all exceeding the benchmark mean of 2.50. Respondents particularly agreed that inadequate background knowledge of general French, difficulties with specialized vocabulary and limited opportunities for practical language use significantly affect students' acquisition of French for Specific Purposes. The grand mean of 3.26 indicates that learner-related challenges are substantial and require deliberate intervention to improve students' learning outcomes. Research Question Four How adequate are the instructional materials, facilities and technological resources available for the teaching and learning of French for Specific Purposes at the Nigeria French Language Village, Badagry? Table 4.8 Adequacy of Instructional Materials, Facilities and Technological Resources S/N Items SA A D SD Mean (x̄) Decision f fx f fx f fx f fx 1 Specialized instructional materials for FSP are readily available. 54 216 70 210 72 144 44 44 2.56 Accepted 2 Language laboratories are adequately equipped for effective FSP teaching. 48 192 66 198 78 156 48 48 2.48 Rejected 3 Modern ICT facilities are available to support FSP instruction. 46 184 72 216 74 148 48 48 2.48 Rejected 4 The library provides adequate FSP textbooks and reference materials. 58 232 76 228 66 132 40 40 2.63 Accepted 5 Multimedia resources are regularly utilized during FSP lessons. 50 200 70 210 74 148 46 46 2.52 Accepted Grand mean 2.53 Table 4.8 presents respondents' opinions on the adequacy of instructional materials, facilities and technological resources available for teaching and learning French for Specific Purposes. The findings reveal mixed opinions. While respondents agreed that specialized instructional materials, library resources and multimedia facilities are fairly available (mean scores of 2.56, 2.63 and 2.52, respectively), they disagreed that language laboratories and ICT facilities are adequately equipped, with mean scores of 2.48 each. The grand mean of 2.53 indicates that available instructional resources are only moderately adequate, suggesting that considerable improvement is required, particularly in technological infrastructure. Research Question Five How does the immersion environment influence students' acquisition of French for Specific Purposes at the Nigeria French Language Village, Badagry? Table 4.9 Influence of the Immersion Environment on Students' Acquisition of French for Specific Purposes S/N Items SA A D SD Mean (x̄) Decision f fx f fx f fx f fx 1 The French-only policy improves students' communicative competence. 124 496 82 246 22 44 12 12 3.33 Accepted 2 Regular interaction with lecturers and colleagues in French enhances language acquisition. 120 480 84 252 24 48 12 12 3.30 Accepted 3 Participation in cultural and social activities improves students' professional French skills. 116 464 86 258 24 48 14 14 3.23 Accepted 4 The immersion environment motivates students to communicate confidently in French. 118 472 82 246 26 52 14 14 3.23 Accepted 5 Frequent use of English and indigenous languages weakens the effectiveness of the immersion programme. 126 504 78 234 24 48 12 12 3.33 Accepted Grand mean 3.28 Table 4.9 indicates that respondents overwhelmingly agreed that the immersion environment significantly influences the acquisition of French for Specific Purposes. All five items recorded mean scores well above the criterion mean of 2.50, ranging from 3.23 to 3.33. Respondents agreed that the French-only policy, regular interaction in French and participation in cultural activities greatly enhance communicative competence. However, they also agreed that the frequent use of English and indigenous languages reduces the effectiveness of the immersion programme. The grand mean of 3.28 suggests that the immersion environment plays a significant role in facilitating students' acquisition of specialized French language skills. Research Question Six What strategies can be adopted to improve the teaching and learning of French for Specific Purposes at the Nigeria French Language Village, Badagry? Table 4.10 Strategies for Improving the Teaching and Learning of French for Specific Purposes S/N Items SA A D SD Mean (x̄) Decision f fx f fx f f x f fx 1 Regular training and retraining of lecturers should be organized to improve FSP teaching. 134 536 76 228 18 3 6 1 2 12 3.38 Accepted 2 Modern instructional technologies and language laboratories should be provided. 142 568 68 204 18 3 6 1 2 12 3.42 Accepted 3 The FSP curriculum should be reviewed regularly to reflect current professional needs. 130 520 82 246 18 3 6 1 0 10 3.38 Accepted 4 Students should participate more frequently in practical immersion and professional communication activities. 136 544 74 222 20 4 0 1 0 10 3.40 Accepted 5 Government and institutional