English Language Teaching in General Teacher Training Colleges and Development of Teachers' Competences in Teaching Language Systems

Inhaltsverzeichnis (Table of Contents)

• Dedication
• Acknowledgements
• List of Acronyms and Abbreviations
• List of Tables
• Abstract
• Résumé
• General Introduction
• Chapter One: Background to the Study and Statement of the Problem
  • 1.0 Introductory
  • 1.1 Context and justification of the study
  • 1.2 Statement of the problem
  • 1.3 Formulation of research questions
  • 1.4 Objectives of the Study
  • 1.5 Significance of the Study
  • 1.6 Scope and limitation of the study
• Chapter Two: Theoretical Issues and Related Literature
  • 2.0 Introductory
  • 2.1 Definition of key concepts
    • 2.1.1 Competences
    • 2.1.2 Language systems
    • 2.1.3 English pronunciation pedagogy
    • 2.1.4 English as a Foreign Language
  • 2.2 Review of studies relevant to the topic
    • 2.2.1 English Language Teaching Pedagogy
    • 2.2.2 Development of student teachers' competences
    • 2.2.3 Language system teaching pedagogy
    • 2.2.4 English Pronunciation Pedagogy
  • 2.3 Theories related to the topic
    • 2.3.1 Vygotsky (1978) and Socio-constructivism
    • 2.3.2 Krashen's 1994 scaffolding theory of Second Language Acquisition
    • 2.3.3 The theory of didactic intervention
  • 2.4 Selecting variables
    • 2.4.1 The independent variable
    • 2.4.2 The dependent variable
• Chapter Three: Methodology
  • 3.0 Introductory
  • 3.1 Type of research
  • 3.2 Place of the study
  • 3.3 Population of the study
  • 3.4 Sample and sampling technique
  • 3.5 Data collection instruments
  • 3.6 Document analysis
  • 3.7 Validation of the tool(s)
  • 3.8 Data analysis method
• Chapter Four: Presentation and Analysis of Data
  • 4.0 Introductory
  • 4.1 Descriptive presentation of data
  • 4.2 General overview of data from the analysis of trainees' lesson notes
  • 4.3 General overview of findings from student teachers' lessons
• Chapter Five: Interpretation of Results and Professional Implications
  • 5.0 Introductory
  • 5.1 Interpretation of results
• General Conclusion
• References
• Appendices

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This dissertation aims to investigate the development of student teachers' competences in teaching English pronunciation pedagogy at the General Basic Teacher Training College (GBTTC) in Yaoundé-Nlongkak. The study seeks to understand the current state of English pronunciation pedagogy within the college and identify factors influencing the effectiveness of student teacher training in this area.

• Competence Development in English Pronunciation Pedagogy
• Effectiveness of Teacher Training Programs
• Teaching methodologies and techniques for English pronunciation
• Analysis of Student Teacher Lesson Plans and Classroom Practice
• Influence of Existing Curriculum and Resources

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter One: Background to the Study and Statement of the Problem: This chapter introduces the context and rationale for the study, focusing on the importance of effective English pronunciation pedagogy in teacher training. It clearly defines the research problem, outlining the gap in knowledge surrounding the development of student teachers' competences in this area at GBTTC Yaoundé-Nlongkak. The chapter articulates the research questions, objectives, and the scope and limitations of the study, setting the stage for the subsequent methodological and analytical chapters. It emphasizes the significance of the research in contributing to improved teacher education practices.

Chapter Two: Theoretical Issues and Related Literature: This chapter provides a comprehensive review of relevant literature, defining key concepts such as competences, language systems, and English pronunciation pedagogy. It explores existing research on English language teaching pedagogy, focusing on the development of student teachers' competences and the pedagogical approaches used in teaching language systems, particularly pronunciation. The chapter critically examines relevant theories such as Vygotsky's socio-constructivism, Krashen's scaffolding theory, and the theory of didactic intervention, establishing a theoretical framework for the study. This provides a grounding for the subsequent empirical investigation.

Chapter Three: Methodology: This chapter details the research methodology employed in the study. It outlines the research design, explaining the choice of a qualitative approach (likely content analysis) and its justification within the context of the research question. It thoroughly describes the sampling techniques used to select participants from the target population at GBTTC Yaoundé-Nlongkak. The chapter provides a detailed account of the data collection instruments employed, including lesson observations, analysis of student teachers' lesson notes and trainers’ logbooks, and the validation process for these instruments. Finally, it clarifies the data analysis method used to interpret the collected data.

Chapter Four: Presentation and Analysis of Data: This chapter presents a detailed analysis of the data collected through lesson observations, analysis of student teachers’ lesson notes and trainers’ logbooks. The findings are systematically presented, employing descriptive statistics and qualitative analysis to reveal patterns and trends in the data. The chapter systematically analyzes the frequency of specific teaching practices, the types of activities used, and the observed competences of student teachers in teaching English pronunciation. The analysis is presented in a clear and organized manner, facilitating understanding of the data's implications.

Chapter Five: Interpretation of Results and Professional Implications: This chapter interprets the findings presented in Chapter Four, drawing connections between the data and the theoretical framework established in Chapter Two. It discusses the implications of the findings for teacher training practices at GBTTC Yaoundé-Nlongkak and for English language teaching pedagogy more broadly. The chapter offers recommendations based on the study’s findings, suggesting improvements to teacher education curricula and pedagogical approaches. This chapter directly addresses the research questions and objectives outlined in Chapter One.

Schlüsselwörter (Keywords)

English pronunciation pedagogy, teacher training, student teacher competence, language systems, EFL, Cameroon, methodology, content analysis, lesson observation, qualitative research, teacher education.

Frequently Asked Questions: A Comprehensive Language Preview

What is the main focus of this dissertation?

This dissertation investigates the development of student teachers' competences in teaching English pronunciation pedagogy at the General Basic Teacher Training College (GBTTC) in Yaoundé-Nlongkak, Cameroon. It aims to understand the current state of English pronunciation pedagogy within the college and identify factors influencing the effectiveness of student teacher training.

What are the key themes explored in the dissertation?

Key themes include competence development in English pronunciation pedagogy, effectiveness of teacher training programs, teaching methodologies and techniques for English pronunciation, analysis of student teacher lesson plans and classroom practice, and the influence of existing curriculum and resources.

What is the structure of the dissertation?

The dissertation follows a standard structure, including a dedication, acknowledgements, list of acronyms and abbreviations, abstract, résumé, general introduction, five chapters, a general conclusion, references, and appendices. The chapters cover background and problem statement, theoretical issues and related literature, methodology, data presentation and analysis, and interpretation of results and professional implications.

What is the methodology used in the dissertation?

The dissertation employs a qualitative research approach (likely content analysis), detailing the research design, sampling techniques, data collection instruments (lesson observations, analysis of student teachers' lesson notes and trainers’ logbooks), data validation, and data analysis methods. The specific qualitative approach isn't explicitly stated but is implied through the data collection methods.

What type of data was collected and analyzed?

Data was collected through lesson observations, analysis of student teachers' lesson notes, and trainers’ logbooks. The analysis involved descriptive statistics and qualitative analysis to reveal patterns and trends in the data, focusing on the frequency of specific teaching practices, activities used, and observed competences of student teachers.

What are the key concepts defined in the dissertation?

Key concepts defined include competences, language systems, English pronunciation pedagogy, and English as a Foreign Language (EFL).

What theoretical frameworks are used?

The dissertation draws upon several theoretical frameworks, including Vygotsky's socio-constructivism, Krashen's scaffolding theory of Second Language Acquisition, and the theory of didactic intervention.

What are the key findings and implications of the study?

The detailed findings are presented in Chapter Four and interpreted in Chapter Five, which also discusses implications for teacher training practices at GBTTC Yaoundé-Nlongkak and English language teaching pedagogy more broadly. Recommendations for improving teacher education curricula and pedagogical approaches are also provided.

What are the keywords associated with this dissertation?

Keywords include English pronunciation pedagogy, teacher training, student teacher competence, language systems, EFL, Cameroon, methodology, content analysis, lesson observation, qualitative research, and teacher education.

Where can I find a detailed summary of each chapter?

The provided HTML includes a section titled "Zusammenfassung der Kapitel (Chapter Summaries)" which offers a detailed overview of the content and purpose of each chapter.