Some Common Language Learning Strategies Used by French-Speaking Cameroonian Advanced Learners of English: Strengths and Weaknesses

This paper analyses some common language learning strategies used by French-speaking Cameroonian advanced learners of English. The Terminale learners (N=200) and undergraduate students (N=100) are used as the study’s subjects. This choice was motivated by the fact that, before these levels, these learners have been using a wealth of language learning strategies in French, English, German Spanish or Arabic. The data is analysed following O’Malley’s and Chamot’s (1990) taxonomy of language learning strategies. Results show that these learners use more cognitive than social and metacognitive learning strategies. This prevents them from efficiently developing their communication skills and evaluating their learning. Consequently, when these subjects leave the secondary school or the university, many of them are unable to hold a discussion in English. Some suggestions are made as to the strategies to develop in order to assist these learners in their English learning process

Contribution Des Footballeurs Africains Sur Le Niveau De Jeu En Europe

The objective of this study is to highlight the contribution of African footballers on the level of game in Europe To achieve this objective we used a hypothetico-deductive method which consists in constructing responses to the phenomenon studied on the basis of theoretical or empirical literature This method was supplemented by the presentation of some statistics obtained after using the website of FIFA International Federation of Association Football UEFA Union of European Football Associations and CIES International Centre for Sports Studies It has been noted that from the 1980s to the present day several African players have contributed to effectively raising the standard of football in Europe Indeed several African players have scored goals in the final of Europe s most prestigious club competition In addition at least fifteen Africans have won a C1 fina

Evaluating English for Academic Purposes in some Cameroonian Universities

This paper evaluates the situation of EAP teaching in Cameroon State universities. The government language policy as well as some programmes and teaching methods were subjected to a needs analysis questionnaire of students' expectations and opinions (N=600). Results show poor management of the subject and discrepancy between learners' needs and the outcome of the programme followed. Finally, some suggestions for improvement are made. Keywords: learners' needs, specific language, programme design, teaching methods, EA