This work set out to investigate English language teaching in General Teacher Training Colleges (GTTCs) with focus on strategies that can enhance trainees' oral competences in the teaching of oral aspects of English during micro-teaching and beyond. The study was motivated by our observation that pronunciation is hardly taught in primary schools in the Francophone sub-system of education in Cameroon.
It was hypothesized that the initial training received by French-speaking student teachers in Government Bilingual Teacher Training (GBTTC) College Nlongkak does not equip them with adequate skills to teach English pronunciation activities effectively. The data for this qualitative study was collected through lesson observation and document analysis. The typical sampling method was applied in order to come up with the sample population. This population consisted of trainers and trainees of GBTTC Yaounde-Nlongkak.
The data collected were analysed following the content analysis method and against the back-drop of the research questions that guided the study. The following findings were obtained. First, the frequency of lessons on English pronunciation pedagogy was not the same in all classes. Second, schemes of work found in most logbooks studied pay little attention to the oral aspects of English. Third, methods and techniques that trainers used to teach English pronunciation pedagogy were not informed by current methodologies in pronunciation pedagogy.
Fourth, it was revealed that most trainees taught very few lessons in the domain of oral language. Fifth, most of the trainees had difficulties preparing lessons on English pronunciation according to the exigencies of the Competence Based Approach. Sixth, all student teachers showed no mastery of the subject matter and the teaching of the oral domain of English Language during micro-teaching. These findings imply that the input received by trainees does not build their competences in teaching activities of the domain of oral language.
It is therefore suggested that initial training of teacher trainers at GTTC should be revisited. School administrators, policymakers, trainers, and trainees should reconsider the importance of teaching activities of the domain of oral language and the building of trainees' and trainers' competences.
Table of Contents
GENERAL INTRODUCTION
CHAPTER ONE: BACKGROUND TO THE STUDY AND STATEMENT OF THE PROBLEM
1.0 Introductory
1.1 Context and justification of the study
1.2 Statement of the problem
1.3 Formulation of research questions
1.4 Objectives of the Study
1.5 Significance of the Study
1.6 Scope and limitation of the study
CHAPTER TWO: THEORETICAL ISSUES AND RELATED LITERATURE
2.0 Introductory
2.1 Definition of key concepts
2.1.1 Competences
2.1.2 Language systems
2.1.3 English pronunciation pedagogy
2.1.4 English as a Foreign Language
2.2 Review of studies relevant to the topic
2.2.1 English Language Teaching Pedagogy
2.2.2 Development of student teachers’ competences
2.2.3 Language system teaching pedagogy
2.2.4 English Pronunciation Pedagogy
2.3 Theories related to the topic
2.3.1 Vygotsky (1978) and Socio-constructivism
2.3.2 Krashen’s 1994 scaffolding theory of Second Language Acquisition
2.3.3 The theory of didactic intervention
2.4 Selecting variables
2.4.1 The independent variable
2.4.2 The dependent variable
2.4.3 Summary table
CHAPTER THREE: METHODOLOGY
3.0 Introductory
3.1 Type of research
3.2 Place of the study
3.3 Population of the study
3.3.1 Parent population
3.3.2 Target population
3.3.3 The accessible population
3.4 Sample and sampling technique
3.4.1 Sample
3.4.2 Sampling techniques
3.5 Data collection instruments
3.5.1 Lesson observation
3.5.2 Construction and validation of student teachers’ lesson observation guide
3.5.3 Manner and place of student teachers’ observation
3.6 Document analysis
3.6.1 Reading checklist for trainers’ logbooks
3.6.2 Manner and place of using the reading checklists for logbooks
3.6.3 Reading checklist for student teachers
3.6.4 How and where the reading checklist for lesson notes was exploited
3.7 Validation of the tool(s)
3.8 Data analysis method
3.8.1 Choice and justification of a data analysis method: Content analysis
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
4.0 Introductory
4.1 Descriptive presentation of data
4.1.1 General overview of data revealed through the study of logbooks
4.1.2 Frequency of EFL pronunciation pedagogy lessons taught by teacher trainers
4.1.3 “English Didactics” course outline and scheme of work contents
4.1.4 Methods and techniques in teaching EFL pronunciation activities
4.2 General overview of data from the analysis of trainees’ lesson notes
4.2.1 Frequency of trainees’ lessons on EFL pronunciation activities
4.2.2 Preamble of final year trainees’ lesson notes on EFL pronunciation activities
4.2.3 Progression of trainees’ lessons
4.2.4 Trainees’ teaching techniques and classroom tasks
4.3 General overview of findings from student teachers’ lessons
CHAPTER FIVE: INTERPRETATION OF RESULTS AND PROFESSIONAL IMPLICATIONS
5.0 Introductory
5.1 Interpretation of results
5.1.1 Teaching EFL pronunciation at GBTTC Nlongkak: State of the art
5.1.2 Frequency of EFL pronunciation lessons pedagogy and trainees’ competences
5.1.3 Activities of the oral domain of language and trainees competences
5.1.4 EFL pronunciation teaching: techniques and methods
5.1.5 Student teachers’ competences in planning lessons on activities of the domain of oral language
5.1.6 Lesson frequency on activities of the oral of oral language
5.1.7 Final year students’ competences in designing preamble of lesson notes
5.1.8 Student teachers’ competences and progression in lesson notes
5.1.9 Trainees’ competences and teaching techniques and classroom tasks
5.1.10 Lessons observed during micro teaching and competences of trainees
GENERAL CONCLUSION
Research Objectives and Themes
This study investigates the English Language Teaching (ELT) training within General Teacher Training Colleges (GTTCs) in Cameroon, specifically focusing on how the "English Didactics" course develops the competencies of student teachers in teaching oral aspects of English, such as pronunciation, during micro-teaching and professional practice.
- The role of initial teacher training in preparing student teachers for ELT.
- The content and instructional strategies used in the "English Didactics" course.
- The impact of training frequency on the development of oral language teaching competencies.
- The practical application of pronunciation pedagogy through classroom tasks and lesson planning.
- The discrepancy between official curriculum guidelines and actual classroom practices in GTTCs.
Excerpt from the Book
English Pronunciation Pedagogy
When you talk with someone else, you may want to know the first thing they notice about your English. It is neither your grammar nor your lexis. Rather, it is your pronunciation! People who easily exclaim when they listen to us do so because of an instant impression of your English skills based on your pronunciation. If your pronunciation is good, you will appear to be more fluent, but if you have bad pronunciation, it can make your English sound worse than it really is. This situation is also true of teacher trainers and teachers who are out to train and teach. Whether you are a teacher trainer or a teacher-to-be, you may fall within three levels of pronunciation. At level one, English speakers do not understand their interlocutors very well (the pronunciation of English words by a speaker is so different that native speakers find it very difficult understand s/he thus asking the speaker to repeat the message frequently). As concerns level two, English speakers understand a language user, but they have to concentrate. Here, native English speakers can understand the user, but they need to carefully pay attention and the speaker needs to sometimes repeat things. As for the third level, English speakers understand the speaker clearly and easily. At this level, the speaker may still have an accent, but can speak English clearly enough to be understood all the time, thus almost never repeating what s/he says in English.
Summary of Chapters
CHAPTER ONE: BACKGROUND TO THE STUDY AND STATEMENT OF THE PROBLEM: This chapter contextualizes the importance of English language teaching in Cameroon and identifies the gap between official training objectives and the actual classroom competences of graduates.
CHAPTER TWO: THEORETICAL ISSUES AND RELATED LITERATURE: This chapter reviews key concepts, literature on ELT pedagogy, and theories of language and learning, including socio-constructivism and didactic intervention, to establish a theoretical framework.
CHAPTER THREE: METHODOLOGY: This chapter outlines the qualitative research design, the selection of informants from GBTTC Nlongkak, and the data collection tools, including logbook analysis and lesson observations.
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA: This chapter presents the empirical findings gathered from training logbooks and student teacher lesson notes, analyzing the frequency and methods of pronunciation pedagogy instruction.
CHAPTER FIVE: INTERPRETATION OF RESULTS AND PROFESSIONAL IMPLICATIONS: This chapter interprets the gathered data in light of the research hypotheses and offers professional recommendations for teacher trainers and school administrators to improve oral language instruction.
Keywords
Competences, oral domain of language, English Language Teaching (ELT), pronunciation pedagogy, teacher training, student teachers, GBTTC Nlongkak, lesson observation, didactic intervention, classroom tasks, methodology, curriculum, professional development, pronunciation, bilingualism.
Frequently Asked Questions
What is the primary focus of this research?
The work investigates the effectiveness of initial teacher training in General Teacher Training Colleges (GTTCs) in Cameroon, specifically how the "English Didactics" course prepares student teachers to effectively teach pronunciation and oral aspects of English.
What are the central themes discussed in the study?
Key themes include the impact of teacher training on professional competence, the gap between prescribed syllabus objectives and actual classroom delivery, the role of pronunciation in language proficiency, and the necessity of linking linguistic theories to practical classroom techniques.
What is the main research question of the study?
The research seeks to answer why, upon graduation, most teachers from the GTTC system are not competent to teach activities related to the oral domain of the English language in Francophone primary and nursery schools.
Which scientific methods were employed to gather data?
The study utilizes a mixed-method qualitative approach involving document analysis of teacher trainers' logbooks, scrutiny of student teachers' lesson notes, and direct observation of student teachers during micro-teaching sessions.
What are the core findings covered in the main body?
The study finds that pronunciation instruction is inconsistently taught, methods used by trainers often do not align with modern pedagogical standards, and student teachers frequently lack the practical skills and confidence needed to plan and execute lessons in the oral language domain.
Which key terms best describe this work?
The study is best characterized by keywords such as pronunciation pedagogy, teacher training, oral language competences, and the Competence Based Approach (CBA).
How does this study address the specific context of GBTTC Nlongkak?
By focusing specifically on GBTTC Nlongkak, the research provides a detailed, localized analysis of how current teacher training programs in that institution fail or succeed in building specific oral teaching skills among Francophone student teachers.
What is the author's primary conclusion regarding initial training?
The author concludes that the initial training provided in GTTCs is currently insufficient and needs to be revisited, specifically suggesting that trainers should shift from purely descriptive teaching to a more clinical, reflective, and task-based approach to empower future teachers.
- Citation du texte
- Clovis Mbeudeu (Auteur), 2019, English Language Teaching in General Teacher Training Colleges and Development of Teachers' Competences in Teaching Language Systems, Munich, GRIN Verlag, https://www.grin.com/document/756523
