Abstract

This study explores the relationship among Literature-in-French and language proficiency to
enhance the overall performance of Nigerian college students within the French language.
Despite the growing emphasis on French as Nigeria’s second official language, students keep on
facing challenges in getting to know the language, mostly due to insufficient exposure to
contextual usage. Existing studies have not absolutely examined the role of Literature-in-French
as a device for enhancing language proficiency, creating a research gap.

The goal of this research
is to analyze how integrating Literature-in-French into language studying complements college
students’ comprehension, vocabulary acquisition, and typical skillability in French. A combined
method was employed, concerning surveys, interviews, and a quasi-experimental design.
Participants included secondary college students and teachers of French throughout selected
schools.

Key findings revealed that students exposed to Literature-in-French established tremendous enhancements in vocabulary, grammatical accuracy, and fluency in comparison to
folks that followed traditional strategies. Exposure to literary texts provided cultural contexts,
enriched students’ know-how of linguistic structures, and multiplied their motivation to engage
with the language.

The study highlights the significance of incorporating Literature-in-French
into French language pedagogy as a powerful approach to bridge the gap between principle and
utility. Findings show that curriculum planners and educators should prioritize literary resources
to enhance language learning outcomes in Nigeria.