INFLUENCE OF FRENCH ON LEARNING ENGLISH VOCABULARY Case of Fourth-Year Pupils at Grin Youcef Middle School Remchi,Tlemcen

Abstract

The primary objective of this research is to investigate the perspectives of English teachers and learners at the Middle School of Grin Youcef Remchi, (Tlemcen) regarding the impact of incorporating the French language as a learning tool for English. Consequently, we propose the hypothesis that the use of French would positively influence the learning of English vocabulary. To verify the validity of this hypothesis, a qualitative study was conducted, involving a sample of 75 out of 110 learners from the Middle School and five English teachers. In this study, a set of two distinct data collection methods were used: questionnaires administered to both teachers and learners, and interviews conducted exclusively with teachers. It emerged that both learners and teachers agree on the beneficial use of French in the English learning process. However, teachers offered an additional perspective on the matter, expressing agreement only when it is deemed necessary. Thus, the use of the French language in English classes is perceived as situational and contextual. In conclusion, this study reveals a convergence of attitudes between teachers and learners regarding the use of French as an assisting means during the English learning process. This corroborates with the hypothesis formulated in this research.