Using motivational activities to prompte oral communication in efl classes in benin : case studies of some secondary schools in littoral region.

CONCLUSION

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CONCLUSION

There is a lot to say about this topic, and further research workers could find on this topic other interesting results to add to this research work. Bringing learners to the stage of speaking is a great challenge and it can contributes to the success in the learners' life. My topic is based on the difficulties related to the teaching or learning process as far as making learners acquire the communicative competence is concerned. To reach the main goal that is to make students communicatively efficient, I first read the work of some pioneers interested in EFL learners' methods of language acquisition. These reading have given me more information about the way intermediate EFL learners can progressively develop the speaking skills in the classroom and outside the classroom.

The next step of my research work consisted in addressing questionnaires to learners and teachers of English of my case study area in order to get their point of view about the topic under consideration. Interviews to teachers and classroom observations were realized while gathering data related to my investigation. With my collected data I discovered some difficulties such as the use of mother tongue and French in English class, the lack of interactive activities, the lack of classrooms, the inexistence of teaching adequate materials, the inadequacy of the number of hours allocated to English language class and the lack of immersion outside the classroom.

Some solutions are needed in order to help EFL learners become communicatively efficient. On the last part of my work I talked about the recommendations to government and my suggestion to EFL teachers about their attitude in their learners' classes. However, the government should build classrooms and equip them with authentic materials, recruit and train well teachers of English. Immersion in English speaking countries should be organized. Teachers must know that they are the main responsible for making learners love the language, so they should master the different strategies of teaching processes, they have to be the guides and facilitators of the English learners. In the same way, teachers of English need to make learners aware of how it is important for them to use English inside and outside the classroom. I think all these strategies and suggestions proposed can help

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and create opportunities for young EFL learners to communicate, motivate them to become step by step responsible for their own learning and enhance their will to communicate with people in the English language.

BIBLIOGRAPHY

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BIBLIOGRAPHY

A BOOKS

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2- Brown, H.D. (1980). Principles of Language Learning and Teaching. Englewood cliffs, N.J : Prentice Hall International.

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5- Cross, D. (1992). A Practical Handbook of Language Teaching. London: Prentice Hall International

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8- Hymes, D. (1971). On Communicative competence. Philadelphia, PA.

9- Johnson, F. (1981). Changing teacher roles in the foreign language. Classroom. Harlow: Longman.

10- Kramsch, C.J. (1987). Interactive discourse in small and large groups. In W.M. Rivers(Ed). Interactive language teaching (pp.17-29). Cambridge University Press.

11- Krashen, S. (1982). Principles and practice in School Language Acquisition. Oxford: Pergamon Press. Wheaton & co. Ltd,Exeter

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13-

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Lems, K. (1984). Music across the ESL curriculum. Paper presented at the annual meeting of the TESOL, San Francisco, CA.

14- Lee, C. (2004). Language output, communication strategies and communicative tasks. University Press of America.

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19- Rivers, W.M. (1987). Interactive language teaching. Cambidge: Cambridge University Press.

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21- Schumann, J.H. (1978). `'The acculturation model for second language acquisition» in Gingras, R.C. (Ed). Second Language Acquisition and Foreign Language Teaching. Arlington, V.A: Center for Applied Linguistics.

B ARTICLES

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23- Bialystock, E. (1978). A theoretical model of second language learning. Language learning 28,69-83.

24-

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Bechtold, J. (1983). Musical ESL. TESL, 14,180-184.

25- Baloto, F. (1993). The impact of socio-cultural environment in the teaching and learning of English in secondary, in Brazzaville: English Teaching Forum. 34(1): 31

26- Carroll, J.B. (1981). Conscious and automatic processes in language learning. Canadian Modern Language Review 37, 462-74.

27- Domoney, L.& Harris, S. (1993). Justified and ancient: Pop music in EFL classrooms. ELT Journal, 47, 234-242.

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29- Gatbonton, E.& Segalowitz, N. (1988). Creative automatization: Principles for promoting fluency within a communicative framework. TESOL Quaterly, 22, 473-492.

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32- Hadfield, J. (1990). A collection of Games and Activities for low to Mid-Intermediate students of English. Intermediate Communication Games. Hong Kong: Thomus and Nelson and Sons Ltd.

33- Lo, R. & Li, H. C. (1998). Songs enhance learner involvement. English Teaching Forum, 36, 8-11, 21

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37- Saricoban, A. & Metin, E. (October 2000). Songs, Verse and Games for Teaching Grammar. The Internet TESL Journal. http://iteslj.org/Techniques/Saricoban-Songs.html.

C UNPUBLISHED DISSERTATIONS

38- Adoume D.N. (2017). Using effective strategies to foster Beginners' speaking skills in EFL classes in Benin: Case study of some secondary schools in Ouémé region, UAC.

39- Gouton F. (2006). The importance of speaking skills in English language learning: The case of post-beginners in Ouémé and Atlantique secondary schools, UAC.

D DICTIONNARY

40- Oxford Advanced Learners' Dictionary. New 8^th edition (2010)

E WEBSITE SOURCES

41- Cullen, B. (November 1997). Song Dictation. The Internet TESL Journal. http:/ iteslj.org/Techniques/Cullen-SongDictation.html. Retrieved September 20,2007.

42- McLaughlin, B. (1987). Portrait of a dialogic teacher. Retrieved May 20, 2014, from http://www.Personal.psu;edu/html.

43- Swain, M. (1985). Portrait of a dialogic teacher. Retrieved May 20, 2014, from http://www.personal.psu.edu/kejl/blogs/verplaet-sechll.pdf.