Language Models and the Teaching of English Language to Secondary School Students in Cameroon

Autor/in	Ntongieh, Njwe Amah Eyovi
Titel	Language Models and the Teaching of English Language to Secondary School Students in Cameroon
Quelle	In: World Journal of Education, 6 (2016) 2, S.50-67 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Foreign Countries; Secondary School Students; English (Second Language); Models; Second Language Instruction; Questionnaires; Observation; Interviews; Grammar Translation Method; Direct Instruction; Communicative Competence (Languages); Competency Based Education; Teaching Models; Curriculum Implementation; Teacher Competencies; Barriers; Change Strategies; Teacher Surveys; Cameroon + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Analogiemodell; Fremdsprachenunterricht; Fragebogen; Beobachtung; Interviewing; Interviewtechnik; Grammatik-Übersetzungsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrmodell; Lehrkunst; Lösungsstrategie; Kamerun
Abstract	This paper investigates Language models with an emphasis on an appraisal of the Competence Based Language Teaching Model (CBLT) employed in the teaching and learning of English language in Cameroon. Research endeavours at various levels combined with cumulative deficiencies experienced over the years have propelled educational policy makers to carry out various changes in the models emphasised in the teaching of language. Such changes have been undertaken in view of improving proficiency in communication as well as performance in various examinations. This is especially apt during this era when there is a dire need and great aspirations towards evolving Cameroon into an emergent nation by 2035. Findings derived from different educational stakeholders, including pedagogic inspectors, as well as school administrators, teachers and students from secondary schools located in the North West and South West regions of the Republic of Cameroon have been used in this investigation. Questionnaires, observations and interviews were employed to elucidate the information analysed in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01