Reading and Dictation as Techniques of Measuring Problems in Foreign Language Acquisition: The Case of French in Nigeria

Abstract

This paper highlights the usefulness and values of reading and dictation as basic elements in language teaching and learning with particular reference to French. It identifies lack of requisite experience and auditory discrimination as factors impeding the acquisition of correct knowledge about spelling and phonology in French. It also suggests ways by which examiners could help their students in acquiring the correct basic knowledge they need as far as the study of French is concerned.