The Challenges in Acquiring and Using French Articles by L1-Swahili-L2-English-L3 -French Learners in Tanzania

Abstract

This study has examined the challenges encountered by Tanzanian learners whose first language is Swahili (L1) and second language is English (L2) in acquiring and using French articles as a third language (L3). It specifically explored how learners’ knowledge of articles in Swahili and English influenced their acquisition of French articles. Data were collected through an elicitation task administered to 90 secondary school students. The findings revealed persistent difficulties in the use of both definite and indefinite articles, including frequent omissions and the use of incorrect forms. Developmental errors were observed across all proficiency levels, indicating that the acquisition of French articles, particularly definite articles, is both challenging and prone to fossilization. The influence of bare noun phrases in Swahili and zero-article constructions in English contributed to negative transfer, further complicating accurate article usage in French. The study highlights three main challenges: learners' difficulty in distinguishing between definite and indefinite articles, the negative transfer effects from both L1 and L2, and the failure to fully internalize the complex structure of the French article system.