Chancen und möglichkeiten zur förderung des affektiven lernens im daf-unterricht: aufgezeigt am beispiel von vier gymnasien in yaoundé

Abstract

The question of how to continuously ameliorate courses and teach lessons is the main question of the Learning and Teaching process and of the educative community. Such an interrogation has more meaning in a context where that educative community is far to be satisfied by the current performances of learners and implicitly of their teachers, as it is the case for German as foreign language (GFL) in Cameroonian secondary schools. For that purpose, I have focused my work on the affective dimension of the Teaching and Learning process guided by two hypotheses: The first one arguing the affective dimension might today not be accorded so much value in German as Foreign Language- courses in Cameroon. Making use of Interviews, surveys and courses observation, I carried out a study in four Government High School, at the end of which my first hypothesis was confirmed. The second hypothesis was formulated as follows: Learners could have better performances in German as foreign language course if the affective dimension was given the place it deserves. Then came the second study based on courses, I have taught trying to implement the three strategies that I have proposed; and interviews with a part of the studied learners population. I have come to the result that German as Foreign Language teacher have so many possibilities to plan, conduct and evaluate a course taking in consideration the affective situation of the learners. Interviewed learners have also in general asserted that such a course is to be seen as an opportunity for them. An opportunity to be more motivated in attending the course, a chance to understand it better and also to perform better. It should be added that such a course is also a chance for the teacher. The second hypothesis has so been confirmed, what leads me to formulate this call to the educative community: focusing on the results of the present work, more importance, more value, and more attention should be accorded to the affective dimension of teaching-learning-process for an increased sustainability of German as Foreign Language- courses in Cameroon.