Abstract

The English language has gained much international status such that it is difficult to operate in today`s globalised world without a good knowledge of it. Given this scenario, this study sets out to examine student teachers` proficiency in the English language.

Students of Government Teachers Training College (G.T.T.C) Buea were used as a case study. This was mainly in the areas of speaking and in this area, the focus was on pronunciation, the correct use of tenses, question formation, the patterns of English usage, and the subject-verb agreement among many other areas.

It was noticed that student teachers do put more effort towards the proper study of English. This was achieved through qualitative research where observation and interview were used. These problems can be remedied by the recruitment of quality teachers; enough time could also be added. New textbooks could also be introduced.

CHAPTER ONE

GENERAL INTRODUCTION

1.1 Background to the Study

Before the arrival of the Europeans to Africa, the native speakers of the indigenous languages paid much respect and importance to their languages. These languages were the media of communication that were easily understood among the natives.

The colonialists planted their languages and educational system in Cameroon (Hans Georg Wolf, 2001). English is taught to student teachers in professional colleges in Cameroon. Since the introduction of this language, schools and other professional institutions are engaged in training their students towards the proficiency of the English language.

In Cameroon today, this language is learned and used almost everywhere especially in public and private institutions as an official language according to the 1961 constitution of Cameroon. (Fonlon1963).

In the government teacher training colleges (G.T.T.C) of the Anglophone section of Cameroon, some of the rules that govern the language in writing as well as in speaking are not respected by many students. Some of the reasons for these can be that; some of the instructors in some of these institutions have not had quality training as far as the language is concerned. As a result, they can only teach what they think they know.

On the part of the students, enough effort is not put towards the language because they have other subjects besides the English language to study. Also, they do not possess valuable test books and even the available ones, they do not rely on exploit them. When students in some of these institutions speak or write an essay or presentation, one will notice the wrong use of the rules of the English language, as in writing as well as speaking.

1.2 Statement of the Problem

The English language is one of the official languages in Cameroon. It is taught and studied in schools by Cameroonians especially in Government Teacher Training Colleges (G.T.T.C) where the student teachers are trained with the consciousness that upon graduation, they will teach pupils in primary schools. However, to do this effectively, they need to be considered proficient in English, which is the language of instruction.

Some teachers who are teaching this language, are not really proficient in the language and as a result, students tend to learn and know what they are taught because you cannot give what you do not have.

1.3 Hypothesis

Merriam-Webster Dictionary defines a hypothesis as an idea or theory that is not proven but that leads to further study or discussion. Also, it is a tentative assumption made in order to draw out and test its logical or empirical consequences. This study will be guided by the following hypotheses.

H1: Student teachers are sufficiently proficient in the English language.

H0: Student teachers are not proficient enough in English language usage.

1.4 Significance of the Study           

This work will identify some of the errors being committed in the English language in teacher training colleges. This will help didactic material writers to identify the areas of difficulty which require focus both in teaching and development of materials.

1.5 Objectives of the Study

This work has the following objectives:

1. To identify some mistakes student teachers make in English language usage.
2. To identify the various areas of difficulty for such students as far as English language usage is concerned.
3. To propose possible solutions to the language problems of students in teacher training colleges.