This paper focuses on two languages: Ibibio and French. Nigeria is bordered by francophone countries; westward by the Republic of Bénin, Togo, Côte d’ Ivoire, Senegal and northwestward by Haute Volta. Mali, Niger, and eastward by Cameroun. It therefore becomes mandatory for Nigerians to learn and speak French to enable them interact across linguistic borders with their francophone neighbours. This is why in 1996 the Nigerian government declared French the second official language of Nigeria. Language enables thoughts, self expression, description of actions, events etc. and the verb, a pivotal language category, performs this function. Hence studying the verb is tantamount to studying the language. Fillmore’s case grammar model (1968-1971) best suits this study since it straddles across the syntax and semantics of given verbal systems. This paper discusses Ibibio and French verbal systems and their pedagogical implications for the Ibibio learner of French. It recommends to foreign language teachers and concludes by insisting that competence and performance in diverse languages is the springboard for unity in a world which has become a global village.
|Keywords:||Competency and Performance in Languages, Global Unity, Pedagogy|
Senior Lecturer and Head, Foreign Languages Department, University of Uyo, Uyo, Akwa Ibom State, Nigeria
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