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DEDICATION
I dedicate this work :
l To my beloved parents that helped me a lot
l To my brothers and sisters
II
ACKNOWLEDGEMENTS
This dissertation would not have been written without the help of
some people to whom I owe acknowledgements.
I am particularly grateful to my lecturer, Professor Estelle
Bankole Minaflinou, who has kindly accepted to supervise this research work.
I also owe deep gratitude to my teachers and lecturers who have
taken care of me since my first year at school.
I am very grateful to all the members of my family for their
moral and material assistance.
I also owe special regards to you, members of the board of
examiners, who did honour me by agreeing to judge and correct my work in order
to improve its quality.
And I cannot end my acknowledgments without thanking Dominique N
Adounme who did a great job from which my dissertation was inspired.
May God bless all of them.
III
TABLE OF CONTENTS
Dedication i
Acknowledgements ...ii
Table of Contents iii
List of Tables vii
List of Figures viii
List of Acronyms .ix
INTRODUCTION 1
CHAPTER ONE: IDENTIFICATION OF THE STUDY
...3
1.1 Statement of the Problem 3
1.2 Purpose of the Study 4
1.3 Research Questions .5
1.4 Significance of the Study .5
1.5 The scope of the Study .6
CHAPTER TWO: LITERATURE REVIEW 8
2.1 Communicative Skills .8
2.2 Repetition Method ..9
2.3 Total Physical Response (TPR) ..9
2.4 The Audio-Lingual method 9
2.5 The Importance of Linguistic Immersion .10
2.6 Learners' involvement in the Learning Process .12
iv
2.6.1 Interactions in Language Class .12
2.6.2 Role of Interactive Activities 13
2.6.3 Ways of Promoting Interactive Activities .13
2.6.4 Role of Teachers and Learners in the Interactive
Classroom ...14
2.7 Motivation and Class Dynamics ..14
2.7.1 Games in Language Class .17
2.7.1.1 What are Games? 17
2.7.1.2 Deciding which Game to Use? 18
2.7.1.3 The Advantages of Games 18
2.7.1.4 When to use Games? 20
2.7.2 Songs in Language Class ..21
2.7.2.1 Affective Reasons . .22
2.7.2.2 Cognitive Reasons 23
2.7.2.3 Linguistic Reasons 24
2.8 Summary and Comments 24
CHAPTER THREE: METHODOLOGY OF THE STUDY
.26
3.1 Target Population .26
3.2 Procedures of Investigation 27
3.2.1 Questionnaires 27
3.2.2 Interviews 28
3.2.3 Classrooms Observations .....28
3.2.4 Procedure of Data Collection . .29
V
CHAPTER FOUR: PRESENTATION AND DISCUSSION OF THE
COLLECTED
DATA 30
4.1 Presentation of the Collected Data .30
4.1.1 Data Collected from Teachers' Questionnaire 30
4.1.1.1 Data related to EFL Teachers' Number of Years of
Experience .30
4.1.1.2 Teachers' Feeling about Teaching English to
intermediate Learners 31
4.1.1.3 Different kinds of Speaking Activities Teachers
do with their intermediate EFL
learners ..32
4.1.1.4 Speaking French or Mother tongue to help
Learners understand English
Words 33
4.1.1.5 Intermediate EFL learners' Motivation ...33
4.1.1.6 Approach Preferred in EFL intermediate Learners' Class
34
4.1.1.7 Suggestion to correct the problem of English
acquisition 34
4.1.2 Data Collected from Learners' Questionnaire 35
4.1.2.1 Learners' view about English ..35
4.1.2.2 Learners' Expression in English 36
4.1.2.3 Practical use of English 36
4.1.2.4 Practice of English in the future by Learners ..37
4.1.2.5 Acknowledgement of the Importance of English 38
4.1.2.6 English Immersion ..38
4.1.2.7 Learners' will inside the English Class 39
4.1.3 Interviews 39
4.1.4 Classroom observation ..41
vi
4.2 Discussion of the results 41
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS, AND
SUGGESTIONS
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5.1 Summary
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46
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5.2 Recommendations
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46
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5.2.1 Recommendations to Government
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..46
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5.2.2 Teachers Recruitment and Training
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. 47
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5.2.3 Schools' Rooms
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.47
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5.2.4 Immersion towards English speaking countries
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47
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5.2.5 The problem of English language syllabus
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...48
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5.3 Suggestions to EFL teachers
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48
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5.3.1 Motivation of learners
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48
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5.3.2 Involvement of learners in the learning process
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49
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5.3.3 The role of the teacher in an interactive class
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50
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CONCLUSION
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51
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BIBLIOGRAPHY
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53
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ANNEXES
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.57
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VII
List of tables
Table 1: Secondary Schools Involved in the Study 26
Table 2 : Sample of Observed Classes 29
Table 3: Teachers' Feeling about Teaching English to
Intermediate EFL learners 31
Table 4: Different Kinds of Speaking Activities 32
Table 5: Speaking French or Mother Tongue to Help Learners
Understand English
Words 33
Table 6: Intermediate EFL Learners Motivation 33
Table 7: Approach Preferred in EFl Intermediates Learners'
Class 34
Table 8: Suggestions to Correct the Problem of English
Acquisition by Intermediate
Learners 34
Table 9: Learners' views about English ..35
Table 10: Results of the Teachers'
Interviews 40
VIII
List of Figures
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Figure 1 : EFL Teachers' Number of Years of Experience
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30
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Figure 2: Learners' Expression in English
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36
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Figure 3: Practical use of English
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.36
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Figure 4: Practice of English in Future by Learners
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37
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Figure 5: Acknowledgement of the Importance of English
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38
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Figure 6: English Immersion
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.38
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Figure 7: Learners' Will inside the English Class
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39
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ix
List of Acronyms and Abbreviations EFL: English
as a Foreign language
TPR: Total Physical Response
US: United States
ESL: English as a second language
CEG: Collège d'Enseignement Général(
secondary school)
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