This paper seeks to do three things： （1） examine the linguistic situation of Cameroon; （2） identify the language（s） used in education; and （3） discuss whether in the light of the social linguistic evidence, t...This paper seeks to do three things： （1） examine the linguistic situation of Cameroon; （2） identify the language（s） used in education; and （3） discuss whether in the light of the social linguistic evidence, the current choice of language for education （English） is well motivated. The methodology employed is a socio-lin some randomly selected urban centers in Cameroon for example, Buea, Bamenda, Kumba, guistic survey of etc.. The results suggest among other things： （1） that Cameroon is a highly multilingual country with over 280 home languages and （2） that while English is the language for Anglophone education, Pidgin English is actually the predominant language and the first language for most Anglophones. Based on these findings, the author proposes Pidgin English as the choice language for early education in Anglophone Cameroon （the southwest and northwest regions）. Pidgin English is the only language which expresses Cameroonian reality. It is spoken by more than 70% of the population. It is the only language that is not associated with a particular tribe, religion, or with a specific colonial government.展开更多
This research,grounded in the theory of discourse intonation,investigates Chinese EFL learners' intonation features in interactive context.Its research findings reveal that Chinese EFL learners differ from British...This research,grounded in the theory of discourse intonation,investigates Chinese EFL learners' intonation features in interactive context.Its research findings reveal that Chinese EFL learners differ from British native speakers in their application of tone units,prominence selection and tone choice.It further points out that these intonation features are caused on the one hand by Chinese EFL learners' relatively low English proficiency level and on the other hand by their lack of awareness of the communicative and discourse function of intonation.Based on these findings,this research proposes that a discourse-based awareness-raising approach to intonation teaching in the input-poor Chinese EFL context might be of pedagogical necessity and effectiveness.展开更多
文摘This paper seeks to do three things： （1） examine the linguistic situation of Cameroon; （2） identify the language（s） used in education; and （3） discuss whether in the light of the social linguistic evidence, the current choice of language for education （English） is well motivated. The methodology employed is a socio-lin some randomly selected urban centers in Cameroon for example, Buea, Bamenda, Kumba, guistic survey of etc.. The results suggest among other things： （1） that Cameroon is a highly multilingual country with over 280 home languages and （2） that while English is the language for Anglophone education, Pidgin English is actually the predominant language and the first language for most Anglophones. Based on these findings, the author proposes Pidgin English as the choice language for early education in Anglophone Cameroon （the southwest and northwest regions）. Pidgin English is the only language which expresses Cameroonian reality. It is spoken by more than 70% of the population. It is the only language that is not associated with a particular tribe, religion, or with a specific colonial government.
文摘This research,grounded in the theory of discourse intonation,investigates Chinese EFL learners' intonation features in interactive context.Its research findings reveal that Chinese EFL learners differ from British native speakers in their application of tone units,prominence selection and tone choice.It further points out that these intonation features are caused on the one hand by Chinese EFL learners' relatively low English proficiency level and on the other hand by their lack of awareness of the communicative and discourse function of intonation.Based on these findings,this research proposes that a discourse-based awareness-raising approach to intonation teaching in the input-poor Chinese EFL context might be of pedagogical necessity and effectiveness.
