The
book examines motivation through Language Resource centres in the
learning of English by Francophone speakers. It presents an experimental
research design carried on the utilization of audio-
visual devices in
Language Resource Centres in the teaching and learning of English to
Francophone learners of spoken English. Background information on the
teaching and learning of spoken English to Francophones students in some
secondary schools and universities in Cameroon is sought and presented.
After taking cognizance of the inadequacy in terms of their inability
of most learners to use English effectively, the work believes that the
absence of motivational strategies could be one of the causes. Two group
experiments are then conducted: the Control Group in Language Resource
Centres and the other Experimental Group in traditional classrooms. They
are evaluated through appropriate testing methods. The results indicate
that the learners in Language Resource Centres are more motivated and
perform better in spoken English skills than the others in traditional
classrooms. This book is divided into five chapters.
Chapter
One is a General Introduction which consists of nine subsections: The
background to the Study, Research Problem, Objectives, Questions,
Hypotheses, Introduction of Research Tools, Significance of the Study,
Expected Results, Delimitation and Limitations of the Study.
Chapter
Two presents the theoretical framework and literature review. Here, we
examine what previous researchers have said on major aspects of the
topic and sub themes. This literature centres on strategies, methods and
principles of Second/Official/Foreign language teaching/learning
restricting to motivation, performance, Language Resource Centres, CALL,
self-access teaching/learning resource materials at the disposal of
learners, teachers and language planners and spoken English. Some
advantages, limitations and prerequisites of LRCs are presented here.
Finally, phonology is considered, limiting to the pronunciation of “s”:
/s/, /z/, /ɪz/ and other typical Francophone problematic vowels and
consonants. Examples include /θ/, /ð/ or /t/, the pronunciations of -ine, -ite, -oo and the past tense –ed morpheme. Stress is included as a suprasegmental feature.
Chapter
Three focusses on Research Methodology. The research methods used to
arrive at the findings presented in Chapter Four are examined. The
design, sample and population are defined alongside the measuring
instruments and the methods used to analyse the data. The results of the
hypotheses are also presented and discussions made, according to the
level of significance.
Chapter
Four centres on the presentation and interpretation of the findings of
the questionnaire addressed to students and teachers. The results of the
observation and the test scores of students’ evaluation exercise are
presented and discussions made. The hypotheses are then verified and
conclusions drawn. We conclude with implications, recommendations and
suggestions for further research.
Contact for details:
LUCAS
NKWETTA AFUTENDEM (Author)
Afutendem Lucas Nkwetta
Department of Applied Foreign Languages
University of Dschang
Handy: +237677555133
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