French and Chinese Third Language Learners’ Communication Apprehension in a Nigerian University: Influence of Prior Knowledge and Their Demographic Profiles

Abstract

Our study examined the influence of third language learners’ prior knowledge and socio-demographic variables on their communication apprehension. Two hundred and twenty-six third language learners (French n=136 and Chinese n= 90) participated in the study. Data obtained were subjected to point-biserial, multiple regression and t-test statistics. We found that participants’ prior knowledge of their target languages has significant main effects on their communication apprehension. Significant mean differences occurred in the level of communication apprehension as a result of participants’ gender, language of specialization and level of parental education. Regression analysis showed that the joint contribution of prior knowledge, parental level of education, language of specialization and gender on third language learners’ communication apprehension was significant; contributing 13.4% to explain the variances in response. Language of specialization and prior knowledge made significant individual contributions to students’ communication apprehension with language of specialization being the most individual contributor to the variances in students’ responses. Our study has implications for curriculum planners given that if third language curricula are designed to link what is learnt in the university to what is learnt at the primary and secondary schools, learners will find the target language familiar, which may help them overcome the feelings of communication apprehension.

Received: 4 May 2021 / Accepted: 12 July 2021 / Published: 5 September 2021