Integrating Learner Autonomy In Teaching And Learning Of French As A Foreign Language In Nigerian Universities

Although learner autonomy is not a new concept in teaching and learning of foreign languages,it is quite new to the African continent and to Nigeria in specific.This paper looks at the concept of learner autonomy and suggests a fresh and practical approach in which it can be integrated into the teaching and learning of French as a foreign language in Nigerian universities.Why learner autonomy?French language has been taught for a very long time yet there are still so many problems encountered by the learners.The students still find it difficult and are not motivated.So many studies have been done in order to improve the condition,but unfortunately none in the field of Learner autonomy.After many years of teaching,observation and reflection,the researcher,believes that the solution to the problem of teaching and learning of French in Nigerian Universities,is to look at a different approach,which would be Learner Autonomy.Believing this would give our students an opportunity to learn differently and help them to be more active and involved in their learning.This current research was born out of the need to improve the situation.Learner autonomy calls for a re-definition of the students traditional passive role and reorientation of their past learning experiences and expectations.(Chan,2001)This refers to the learners ability to take charge of his learning,to think critically,and make independent decisions.It is also refers to the learners capacity to do these systematically and effectively in terms of self-determined goals and purposes(Holec 1981,Little 1991&Benson 2001)In the process of integrating learner autonomy,the teacher also has an enormous role to play,which differs from the traditional role of the teacher.He now becomes a facilitator,guide,counsellor,collaborator,and he works side by side with the learner,he doesn't dictate or dominate the learning process,but instead provides the resources and shows the learner how to learn and develop autonomous learning strategies.The teacher acts as a guide,and employs a more active way of guiding the learner to extend and systemize the capacity he already has.(Benson,2001)He also acts as a catalyst for learning,listening to and observing the learners,in order to monitor their progress(Borg,2001)Using a combination of the social constructivist theory,as well as Learner autonomy frameworks by Littlewood(1996)and Tassinari(2012)as a foundation,the researcher builds up ideas of this paper upon careful reflection of these and also the laid down definitions by founding fathers of both modern(Little,Benson,etc)and classic(Holec)aspects of learner autonomy.All these,give us a clear insight of what Learner autonomy is and also show us the direction in which this research should go.Many articles and research papers were also reviewed and we were able to see what so many scholars worldwide wrote about Learner autonomy and how they were able to apply it to their own reality.The research is based on an empirical study,using both quantitative and qualitative approaches.During the first phase of the quantitative survey,questionnaires were administered to students of French from Nigerian universities.These students were selected randomly and we were able to obtain 200 responses back.We were able to find out their readiness level for learner autonomy through their impressions,study habits,interests and general views on issues of language learning.During the second phase of the quantitative study,we were able to get 182 questionnaires back from the students and through their responses about class activities and practices;we were able to see the effect of these class activities on them.We found out how certain practices especially elements of learner autonomy used unknowingly by their teachers affect their general views and performance.The data obtained was analyzed using STATA and results presented.For the qualitative aspect of the research,about 32 teachers out of the 50 teacher target,were interviewed to find out their points of view,impressions and beliefs on learner autonomy.From our findings,we were able to further discuss issues on learner autonomy,looking at what needs to be done to make it work and also the possible problems that may be encountered.We also presented the pedagogical implications of our study,stating in very practical terms,how learner autonomy can be integrated into the teaching and learning of French as a foreign language in Nigerian universities.From there on it will be easier to continue in line with the given examples.Further improvement will be made to the progress achieved.The research concluded with recommendations on further research and studies in this field,in Nigeria.We believe that integrating learner autonomy into the languages learning system will provide the students with the freedom they need to be able to learn and take their learning,as well as assessment into their own hands.This will go a long way to solve the already existing teaching and learning problems,thus helping them making a better impact in their learning,which in turn will put them on a par with their contemporaries worldwide.The teachers,in turn,as well as the educational system will benefit immensely from this.