Faculty
Year of Publication
Keyword
upload
Publication Type
Abstract
The mastery of foreign languages, particularly French, is becoming increasingly essential in a globalized world where effective communication across linguistic and cultural boundaries is paramount. However, the quality of language instruction and its impact on students’ academic performance vary depending on the pedagogical approaches employed. Despite the importance of translation in language learning, there is a notable gap in the pedagogical practices used for teaching French-English translation in Nigérian universities, especially in the South-South region. Current methods often rely on traditional, teacher-centered models that have become outdated and are poorly adapted to the sociocultural dynamics of learners or to the modern demands of translation practice. This disconnect between traditional
pedagogical approaches and the evolving needs of students in a multilingual environment highlights a major issue: the absence of a contextually relevant, learner-centered translation pedagogy that integrates modern technologies and enhances both learning outcomes and students’ professional readiness. This study, therefore, critically examines the pedagogy of French-English translation and its effect on students’ performance in selected universities in the South-South region of Nigéria. It is grounded in Bronfenbrenner’s Ecological Systems Theory and Vygotsky’s Sociocultural Theory, which together provide a multidimensional framework for analyzing educational, institutional, and sociocultural factors influencing learning outcomes. The main objective of the study is to explore the relationship between translation pedagogy and undergraduate students’ academic performance in French translation courses. Specifically, the study aims to: analyze the existing pedagogical approaches used in teaching French-English translation; examine the correlation between instructional strategies and students’ academic performance; and identify the institutional, cultural, and socio-economic factors that either support or hinder effective translation pedagogy in the South-South region of Nigéria. A mixed-methods approach was adopted to gain comprehensive insight into the subject. The quantitative phase involved administering structured questionnaires to 270 undergraduate students majoring in French or enrolled in translation courses. Data collected focused on their perceptions of teaching methods, instructional materials, and assessment strategies. Their academic records were analyzed to evaluate correlations between pedagogical variables and academic performance. The qualitative phase included semi-structured interviews with 17 French language lecturers to gather perspectives on teaching strategies, resource availability, encountered challenges, and innovative practices. Findings reveal that student-centered approaches, continuous assessment, and the integration of modern educational technologies positively influence academic performance. However, several challenges persist, including lack of instructional materials, inadequate infrastructure, overcrowded classrooms, and insufficient teacher training. The study proposes an integrated pedagogical framework suitable for enhancing translation teaching in South-South Nigéria and informing educational reforms in similar contexts.
pedagogical approaches and the evolving needs of students in a multilingual environment highlights a major issue: the absence of a contextually relevant, learner-centered translation pedagogy that integrates modern technologies and enhances both learning outcomes and students’ professional readiness. This study, therefore, critically examines the pedagogy of French-English translation and its effect on students’ performance in selected universities in the South-South region of Nigéria. It is grounded in Bronfenbrenner’s Ecological Systems Theory and Vygotsky’s Sociocultural Theory, which together provide a multidimensional framework for analyzing educational, institutional, and sociocultural factors influencing learning outcomes. The main objective of the study is to explore the relationship between translation pedagogy and undergraduate students’ academic performance in French translation courses. Specifically, the study aims to: analyze the existing pedagogical approaches used in teaching French-English translation; examine the correlation between instructional strategies and students’ academic performance; and identify the institutional, cultural, and socio-economic factors that either support or hinder effective translation pedagogy in the South-South region of Nigéria. A mixed-methods approach was adopted to gain comprehensive insight into the subject. The quantitative phase involved administering structured questionnaires to 270 undergraduate students majoring in French or enrolled in translation courses. Data collected focused on their perceptions of teaching methods, instructional materials, and assessment strategies. Their academic records were analyzed to evaluate correlations between pedagogical variables and academic performance. The qualitative phase included semi-structured interviews with 17 French language lecturers to gather perspectives on teaching strategies, resource availability, encountered challenges, and innovative practices. Findings reveal that student-centered approaches, continuous assessment, and the integration of modern educational technologies positively influence academic performance. However, several challenges persist, including lack of instructional materials, inadequate infrastructure, overcrowded classrooms, and insufficient teacher training. The study proposes an integrated pedagogical framework suitable for enhancing translation teaching in South-South Nigéria and informing educational reforms in similar contexts.
Supervisor(s)
co-supervisor