DEVELOPING SELF-CONFIDENCE IN EFL BEGINNER LEARNERS THROUGH EFFECTIVE ERROR CORRECTION - A CASE STUDY OF THE SECONDARY SCHOOLS IN LITTORAL, BENIN

Egounléti Pédro Marius

Abstract


This research work aims at highlighting the inadequacies associated with the teaching of the English language in Beninese secondary schools. In order to find out some approaches of solutions likely to help teachers better correct students' errors and mistakes during English speaking activities in EFL classes, so as to develop confidence in them, this research uses a methodology focused on a questionnaire addressed to 30 teachers, 5 class visits and interviews with 10 teachers. The data collected show that an increasing number of Beninese EFL teachers ignore the appropriate methods for correcting students' errors during speaking activities and fail in motivating their learners to speak English effectively. As an attempt to redress this situation related to English teaching and learning processes in our secondary schools, the research suggests the organization of adequate training for secondary school teachers who must complete at least a bachelor's degree before being recruited as EFL teachers. In the same perspective, teaching inspectors must intensify their class visits so as to make the EFL teachers aware of their roles as informants, motivators and correctors.

Cet article vise à faire ressortir les insuffisances liées à l’enseignement de la langue anglaise dans les cours secondaires publics au Bénin. Dans l’optique de formuler des approches de solutions susceptibles d’aider les enseignants à corriger les erreurs et fautes commises par leurs apprenants d’une part et d’autre part à développer en ces derniers la confiance en soi pendant les activités orales, la méthodologie de recherche utilisée s’appuie sur un questionnaire adressé à 10 enseignants d’Anglais Langue Etrangère. Aussi des interviews ont été réalisées avec 10 enseignants d’Anglais et des visites de classe ont permis d’observer des 5 enseignants en situation de classe. Les résultats des enquêtes montrent qu’un nombre important d’enseignants d’Anglais ignorent les méthodes pédagogiques appropriées susceptibles de les aider à corriger les erreurs et les fautes commises par leurs apprenants au cours des activités orales afin de les encourager à s’exprimer couramment en anglais. Afin de palier à cette insuffisance de l’enseignement dans les cours secondaires publics au Bénin, cette étude suggère l’organisation de formations pédagogiques adéquates à l’intention de tous les enseignants du secondaire avec l’exigence de la licence comme diplôme minimum au recrutement d’enseignants d’Anglais langue étrangère. Cette recherche recommande aussi l’intensification des visites de classe par les inspecteurs aux fins de mieux faire connaître aux enseignants leurs rôles d’informateur, de motivateur, de correcteur.

 

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developing, self-confidence, errors correction, EFL beginner learners, speaking activities / correction des erreurs, stratégies, communication orale, classes des apprenants débutants

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References


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DOI: http://dx.doi.org/10.46827/ejel.v0i0.2974

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