An Evaluation of the Communicative Approach to Language Acquisition and Language Education (Published)
This article evaluates the communicative approach adopted in the teaching of language in Nigerian Secondary Schools. This study analyses the communicative language teaching approach in line with the language difficulty situation of the Nigerian students. The Stephen Krashen theory on language learning was adopted for the study. A critical review of literature, interviews and classroom observation reveal that unless conscious and deliberate steps are taken to arrest the current traditional method of teaching language in Nigeria by teachers and language policy makers the success of this approach will remain a mirage. The study suggests that teachers of the English language need to be more proactive and less non-challant in their use of the communicative approach. They also need to implement appropriate communicative activities consciously to meet the learning styles and needs of their students in the Nigerian context.
Teaching Cameroon Languages and Cultures via a Computer-Assisted Language Learning (Call)–Based Perspective for Learner Autonomy: Insights from Cultural Historical Activity Theory (Published)
With the trend of technological evolution, language teaching methodologies have evolved to fully accommodate ICTs as integral mediation tools in language teaching/learning. This paper bridges the gap between existing studies, by placing particular emphasis on learner autonomy and learning environments especially as regards the poor appropriation of our local languages and cultures within the school milieu. Thus, we propose and show that in a context of learning local languages by secondary school students in Cameroon, an adapted approach wherein the language teaching/learning methodology is implemented with a learner management system which takes into consideration localization aspects and the beneficiary population, learner autonomy can be attained when viewed through the prism of cultural historical activity theory.
Tense And Aspect In The Era Of Competence-Based English Language Teaching in Cameroon’s Secondary Schools (Published)
This paper seeks to show the significance that should be given to tense and aspect as central grammatical features attached to the verb phrase, on the postulate that if tense and aspect are not mastered by the learners of English, in particular and the languages in general, they never build an acceptable sentence in the target language. Analysing the challenges that a French-speaking learner of English in particular can face with tense and aspect, the hypotheses were verified through two tests for 180 students in four secondary schools in Dschang. It became obvious that the target population had a serious problem with tense and aspect. Now what place should be given to tense and aspect in a new era where knowing the language is pushed to the background but not suppressed, and acting effectively with the language is the new order of the day?