Abstract:
The research aims at finding the differences in the levels of motivation between Anglophone learners of French as a foreign language and their counterpart Francophone learners of English as foreign language. The study also reports on the perceptions of these learners with regards to the importance of the French and English languages they are studying at Ghana Institute of Language (GIL), Kumasi. Questionnaires were administered to a total of 44 learners at the intermediate level, of which 22 are Francophones and 22 Anglophones. A total of eight (8) Tutors who teach French and English at that level were also interviewed. The findings revealed some factors that form the basis of demotivation as far as teaching and learning of these two foreign languages at the GIL are concerned. The study reveals that most Anglophone learners had the opportunity to study French at the basic level but lost interest in it at the advanced level. Francophone learners on the other hand begin the study of English language at the second cycle level and are highly motivated to continue it to a higher level. The learners identified lack of certain basic infrastructure which needs to be put in place in order to enhance effective teaching and learning of both French and English languages at GIL. In addition, most Anglophone learners were of the view that, native speakers should rather teach the French language in Ghana. It is therefore suggested that, the teaching and learning of French language should be made compulsory and also attractive at both the basic and second cycle levels in Ghana. This will encourage learners to develop interest in the learning of the French language not only at GIL, but in Ghana as a whole.
