Learning French in non-linguistic disciplines: Attitudes and perceptions of students at the Legon Centre for International Affairs and Diplomacy, University of Ghana

Learning French as a Foreign Language (FLE) in a non-linguistic discipline requires a strategy for supporting learners to achieve the stated objectives. This study aimed to analyse the attitudes and perceptions of postgraduate students of international relations at the University of Ghana towards learning French. The introduction of French language courses in the Master’s programme at this level strives to provide students with a linguistic basis in a language of international communication and to facilitate understanding of exchanges in French with francophone neighbours in performing job functions in diplomatic and international relations. However, most students struggle to master the structures of the French language. The study takes a functionalist approach, which is concerned with real language used by real people. Data were collected through a questionnaire sent to the students on Google Docs. The results show the students’ differing attitudes. Some displayed positive attitudes towards French, and others felt obliged to do so, given the importance of inter-regional communication; moreover, some perceived French as a means to enhance their careers and should be learnt from primary school onwards. The findings demonstrate that despite the students’ unenthusiastic approach to learning activities in class, they exhibited a positive attitude towards learning French as a foreign language.