Pédagogie de la traduction français-anglais et performance des étudiants au sein de six universités sélectionnées dans le Sud-Sud du Nigéria
Abstract
This study examines the pedagogical approaches employed in teaching French-English Translation (FET) in universities in the South-South region of Nigeria and explores how these approaches influence students' academic performance. Using an integrated ecological and sociocultural framework, the research investigates the challenges faced in the delivery of FET, which includes the use of outdated teaching methods, limited resources, and the impact of linguistic interference. The study was conducted in six universities, involving both quantitative and qualitative data collected from 270 students and 17 French language instructors. Results show that while active learning strategies, such as task-based learning and classroom discussions, are prevalent, there is a notable lack of integration of technological tools like translation software. Moreover, the findings highlight the positive correlation between interactive teaching methods and student performance, though institutional challenges, such as poor infrastructure and limited access to digital resources, hinder the full potential of these methods. The study contributes to understanding the gaps in current teaching practices and offers recommendations for improving translation pedagogy, emphasizing the need for more technology integration and innovative student-centered approaches.
