Étude des performances orales et écrites des apprenants francophones de l’anglais au secondaire : le cas des élèves de form 2 du Lycée Bilingue d’Ebolowa II et du Collège Bilingue Atin-Fek

Abstract

Learning a language is a conscious and voluntary process. The latter can sometimes be complex and subject to factors which can have a direct or indirect, positive or negative impact on it. One of the challenges when learning a language is to demonstrate symmetrical mastery of it both when speaking and writing. This is why our work focuses on a study of oral and written performances of francophone learners of English in secondary school: the case of form 2 students of the General Bilingual High School of Ebolowa II and the Atin-Fek Bilingual College. Our primary goal being to see how the teaching and learning process of English to and by francophone learners, in a francophone environment works, and if it bears fruits. In other to do so, we carried out a field trip which allowed us to collect the various data necessary for our investigation. The analyses carried out subsequently allowed us to discover that there is an imbalance between oral and written expressions of the students, with the speaking prevailing over the writing. The direct reasons identified are the environment in which the learners are immersed as well as the methods used by their English teachers. However, with all modesty kept, we have suggested some solutions in order to avoid in the future or to catch up a (potential) problem of asymmetry between the linguistic performances of francophone learners of the English language. These outlines of solutions are divided into multiple roles to be respectively played by the learners themselves, by their English teachers, by their parents and by the structures and ministries in charge of education