Motivation in English Teaching as a Foreign Language: A Probe Into the Dynamics of "Localizing" Extracurricular Discussions During Lessons

Abstract This study was titled; motivating the English-as-a-foreign-language-classroom: a probe into the dynamics of “localizing” extracurricular discussions during lessons. The purpose of the study was to gather data in order to answer the following questions; How is English taught and learnt in the Mfoundi Division? What techniques do teachers use in this specific area to overcome the problem of low proficiency in English? What types of activities do francophone learners utilize to develop their English language skills? What are the pedagogical implications of these techniques? Data was collected from 108 respondents in a stratified sampling technique in from some linguistic centers in Yaounde municipality using a questionnaire and an observation scheme. Hypothesizing that that extracurricular discussions which have been fine-tuned to reflect the everyday experiences, learning styles and expectations of learners spur them to speak in the classroom, the study’s examination of teachers’ use of motivational strategies revealed that there was a general tendency for teachers to capitalize on strategies that would prompt learners to speak in class. Concerning the learners, their initial motivation to study English was first determined before their actual exhibition of motivated behavior or response to the motivational strategies employed by their teachers. It was discovered that learners responded to all motivational strategies, albeit in varying degrees. As concerns extracurricular discussions, it was observed that they motivate learners more when they are localized or when they reflect the local realities and everyday experiences of learners. It was recommended that; teachers should pay attention to the various motivational strategies they employ in the classroom; teachers should not only endeavor to depart from stereotypes in teaching techniques and lack of knowledge in the learners, but should equally contribute to learners’ self-awareness and to the understanding of others through the use of localized discussion; ccurriculum designers should in consequence bear in mind that materials included in course books should be familiar to learners for them to react to them; Curriculum designers on their part should emphasize the contextualization of speaking topics in the curriculum. The correlative method of analysis was used and there is no claim that all has been done. The study was limited to the analysis of localized extracurricular activities. The question of how to proceed to the localization of these extracurricular discussions was not considered. It would therefore be interesting to dig into that domain to further research. Keywords Motivationlocalizingextracurriculardiscussions