Pragmatics in the Teaching of French as a Second Language in Some Anglophone Classrooms in Cameroon
Keywords:
Anglophone classroom, reductionist pedagogyAbstract
Difficulties in the teaching and learning of French in the Cameroon anglophone classroom remain current due to the ineffectiveness of the policy of official bilingualism. This paper analyzes findings of a qualitative study conducted in the teaching and learning of L2 French in Cameroon. Within the anglophone sub system of Education, French language remains the subject with less interest and motivation. This study is out to identify the problems encountered in the teaching and learning of French language in the primary schools and the secondary general education. This scientific work sets out to investigate the suitability of the textbooks for the learners of French, the classroom practices, the capabilities of the learners in the French language and to examine the quality of the teaching. We set out to answer this main question: “In what ways is the French language in the textbooks suitable for the anglophone classroom, and how competent are the teachers to handle every linguistic situation? Data collection has been done through these methods: Questionnaires, interviews and observation. For the theoretical framework, we have used three theories in this study. They are: Social Constructivism, Communicative Competence, the Input and Output Hypothesis.
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