[ Examining Classroom Features in English as a Foreign Language Teaching in Bunia Primary Schools in the Democratic Republic of the Congo ]
Volume 41, Issue 2, December 2023, Pages 446–459
Malobi Pato Emmanuel1
1 Chef de Travaux, Institut Supérieur Pédagogique de Bunia, Province de l’Ituri, RD Congo
Original language: French
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This article aims to examine classroom features in English as a Foreign Language Teaching in Bunia primary schools in the Democratic Republic of the Congo. It determines the way in which English is taught, the manner in which children learn the teachers’ attitudes towards their pupils’ errors. The research has been conducted using descriptive and exploratory designs. For data collection, survey method has been used whereby observation has served as instrument. Data have been coded and analyzed using the Descriptive Statistics such as frequencies and percentages with the help of statistical package for social sciences (SPSS). Then, they have been presented using either bar graphs or pie charts. The results shows that English is taught without any appropriate methodology. Each teacher creates his/her own way of teaching, which is unfortunately, a major obstacle for the best learning. Then, children fail to develop linguistic skills. Results finally rates teachers’ attitudes towards their learners’ errors unsatisfactory. Therefore, teachers must improve their ways.
Author Keywords: Teacher, Young learner, Methodology, Skill, Feature.
Volume 41, Issue 2, December 2023, Pages 446–459
Malobi Pato Emmanuel1
1 Chef de Travaux, Institut Supérieur Pédagogique de Bunia, Province de l’Ituri, RD Congo
Original language: French
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This article aims to examine classroom features in English as a Foreign Language Teaching in Bunia primary schools in the Democratic Republic of the Congo. It determines the way in which English is taught, the manner in which children learn the teachers’ attitudes towards their pupils’ errors. The research has been conducted using descriptive and exploratory designs. For data collection, survey method has been used whereby observation has served as instrument. Data have been coded and analyzed using the Descriptive Statistics such as frequencies and percentages with the help of statistical package for social sciences (SPSS). Then, they have been presented using either bar graphs or pie charts. The results shows that English is taught without any appropriate methodology. Each teacher creates his/her own way of teaching, which is unfortunately, a major obstacle for the best learning. Then, children fail to develop linguistic skills. Results finally rates teachers’ attitudes towards their learners’ errors unsatisfactory. Therefore, teachers must improve their ways.
Author Keywords: Teacher, Young learner, Methodology, Skill, Feature.
Abstract: (french)
Cette étude vise à examiner les caractéristiques de l’enseignement de l’anglais comme langue étrangère dans les écoles primaires de Bunia en République Démocratique du Congo. Il détermine la manière dont l’anglais est enseigné et la façon dont les enfants apprennent ainsi que les attitudes des enseignants face aux erreurs des élèves. La recherche s’est focalisée sur les modèles descriptifs et exploratoires. Les données ont été collectées au moyen de la méthode d’enquête où l’observation a servi de technique. Les données ont été codifiées et analysées en utilisant la Statistique Descriptive à l’occurrence, le calcul de fréquences et pourcentages grâce au logiciel SPSS. Ensuite, elles ont été présentées sous forme des graphiques à barres ou diagrammes circulaires. Les résultats ont démontré que l’anglais est enseigné sans aucune méthodologie appropriée. Chaque enseignant crée sa propre façon d’enseigner, ce qui est malheureusement un obstacle majeur au meilleur apprentissage. Ensuite, les enfants ne parviennent pas à développer les compétences linguistiques. Les résultats ont finalement jugé insatisfaisante l’attitude des enseignants l’égard des erreurs de leurs apprenants. Ils doivent donc, améliorer leurs pratiques.
Author Keywords: Enseignant, Jeune apprenant, Méthodologie, Compétence, Caractéristique.
How to Cite this Article
Malobi Pato Emmanuel, “Examen des caractéristiques de la classe dans l’enseignement de l’anglais comme langue étrangère dans les écoles primaires de Bunia en République démocratique du Congo,” International Journal of Innovation and Applied Studies, vol. 41, no. 2, pp. 446–459, December 2023.
