The Pronunciation Component in the Competence-Based EFL Curriculum in Cameroon Secondary Education (Published)
The shift from the objective-based approach to the competence-based approach in English at the secondary level in Cameroon places too much emphasis on real life situations and the vocabulary thereof, in its current field implementation. Apart from vocabulary, the other structural components are very shallowly dealt with, not only grammar, but, much more the teaching of pronunciation and speech sounds. Using the contents analysis theory, the paper brings up the shallow presence of English sounds, paramount element in pronunciation and ipso facto in oral communication in the curriculum. The paper justifies the need to stress the sounds of English in actual EFL pedagogy. It argues that the sounds of English must be significantly present in the classroom implementation of the curriculum and prescribes recordings, audio visual materials specially designed for the purpose of supporting and concretising the constitutional official bilingualism policy that is most current in the nation presently on the one hand, and worldwide intelligibility on the other hand.