CHAPTER ONE

INTRODUCTION

Language development in Cameroon is compounded by the fact that a population of about 20million people speak more than 247 indigenous languages. Added to these languages English and French are used in a de jure official bilingual policy.

Furthermore, Pidgin English the most widely spread language and “Franglais” a metropolitan hybrid code from French and English which is common among Francophones make the linguistic setting in Cameroon an interesting one. This chapter will entail the Background of the Study, Statement of Problem, Objective of the Study, Research Questions, Significant of the Study, Scope of Study and Operational Definition of Terms.

Background of the Study

The Republic of Cameroon is a multilingual country comprising some 247 indigenous languages (cf. Breton and Fohtung 1991; Boum Ndongo-Semengue and Sadembouo 1999), one Lingua franca (Cameroon Pidgin English) and two official languages ( English and French), Article 1, paragraph 3 of the Constitution of 18 January 1996 is abundantly clear in this regard;

The official languages of the Republic of Cameroon shall be English and French, both languages having the same status. The state shall guarantee the promotion of bilingualism throughout the country. It shall endeavour to protect and promote national languages.

These official languages are the heritage and legacies of Franco-British rule in Cameroon following the defeat of German forces in Cameroon in 1916 during the First World War and Independence in 1961 with English-Speaking Cameroon (20% of the population) and French-Speaking Cameroo n(80%of the population), (Wolf 2001: 155).

English is a language of communication and instruction for Anglophone Cameroon Regions that is, the North-West and South-West Regions. This language has its grounds in the Educational Section and it is also used as a medium of instruction at all levels of the educational ladder.

The English language is one of the compulsory subjects including French and Mathematics for Cameroon General Certificate Examination (C.G.C.E) Ordinary Level Examination which each and every candidate must seat in for. This language stands as a necessity for entrance into State Universities of Buea, Bamenda and other universities in the country.

In spite of the position of English as a language of communication and instruction, there still exists a fallen standard of performance at the G.C.E Ordinary Level English language Examination. The table below shows a statistical performance of the G.C.E. Ordinary Level English Language Examination from 2007-2012.

This poor performance in English language G.C.E Ordinary level examination is a result of the inability to understand the task, failure to attempt the question, poor mastery of paragraphing, use of a strange language other than English, the addition of their own experience, the discourse of identity, inability to select relevant material and poor handwriting.

Furthermore, student’s weakness in the English language is due to the differences in social contexts and cultural environment, use of Pidgin English, overcrowded classroom environment and students lack English Language foundation background.

These related issues of poor performance in the English language have greatly affected the expected outcome, aims, general objectives and assessment objectives in the English language. However, the teaching of the English Language has made some challenges that tend to affect students’ performance at the G.C.E Ordinary Level Examination.

Thus, there are certain approaches such as the Competence-Based Approach to learning and teaching techniques that have come in to complement this situation. Hence, the researcher intends to carry out a survey on the causes of poor performance in the English language G.C.E Ordinary level Examination in Cameroon.

Statement of the Problem

Cameroon does not organize national assessments or participate in international student assessments like PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Social Studies). Levels of achievements are articulated only in Pubic Examination like G.C.E. results indicate a dismal performance in the English Language despite the much instructional time allocated for English Language by regulations.

This study seeks to investigate reasons for the construal dismal performance in the English Language. Students also face a lot of challenges with Directed Writing, Composition, Vocabulary, Grammar, Reading and Listening Comprehension.

For this reason, the researcher sets to investigate the causes of students’ poor performance in the English language G.C.E Ordinary Level Examination in Cameroon. The researcher also sets to investigate why the development in the quality of English language learning has not satisfaction towards the demands of the society and the most appropriate measures to rectify this situation.

Objectives of the Study

General Objective of the Study

This study intends to survey the causes of poor performance in the English language G.C.E Ordinary Level Examination in some selected secondary schools in Bamenda central in the North-West Region of Cameroon.

Specific Objective

Specifically, this study is intended to find out whether

1. The teaching of Grammar has an effect on students’ achievement in the English language G.C.E O/L Examination.
2. The teaching of Directed writing has an effect on students’ achievement in English Language G.C.E O/L Examination.
3. The teaching of Composition has an effect on students’ achievement in English Language G.C.E O/L Examination.
4. The teaching of Reading and Listening Comprehension has an effect on students’ achievement in English Language G.C.E O/L Examination.