A Phonostylistic Study of Reading French Texts

The study presented in this book focuses on the phonostylistic aspect of linguistic interference. We studied middle school students learning French in Nigeria and the challenges they face when reading French texts. We did this with the intention of proposing solutions to the identified problems. We decided to conduct our research on reading because we observed that reading in French does not play a significant role in the learning of the French language in Nigeria, even though learning a foreign language involves not only combining sounds to form words or words to form sentences, but also prosodic elements such as intonation, stress, articulation, and stylistic elements play an important role in communication and language comprehension. We believe that the analyses and results obtained at the conclusion of our study will greatly assist linguists and educators in the teaching and learning of reading in French, especially among Yoruba-speaking learners of French.