Auteur(s) :

HOUNNOU Azoua Mathias, ZOUNHIN TOBOULA Coffi Martinien, NABINE Gnandi.

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Résumé :

This study aimed to investigating the problems and challenges in implementing speaking micro and macro skills among secondary school students. 100 third form EFL learners from 04 different pedagogical groups and 04 teachers of English of Tchaourou Secondary school are involved. The learners were selected purposively basing on their progress and motivation demonstration to the English language. This procedure was adopted after brief assessments during speaking lessons. The data were collected through questionnaire and interviews. The results have revealed that learners’ performance has something to do with pedagogical experiences and the sub skills implementation procedures. In contrast, the disadvantage appears in the non- usage of major role played by specific lessons of pronunciation, accentuation and interactivity techniques during lessons delivery in classes. From that end, the majority of the learners do not have opportunities to demonstrate their know-how in Anglo-Saxon production where the official programs more or less take into consideration the indicators of conceptualization of knowledge in oral production when talking about language didactics Keywords: Speaking skill, competences, learners, third form

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