Table de matières
English is not only used as an official language in many nations, but also influence on many different cultures in large number of countries. It is the main language of communication worldwide (Susanna, 2007). It is clearly present in the major powerful countries where it is spoken as the first language such as in the united states of America, Canada, Britain, Australia, New Zealand, South Africa and others (Braine, 2005, Crystal, 2006). The expansion of the English language has rapidly increased the needs to gain better communication in English throughout the world because the aptitude to use English is very much needed for further studies, journeys in other countries as well as for social and professional global contacts of different kinds (Hashemi, 2011, Susanna 2007). A study carried out by Ton and Pham (2010), identified that the English language is generally used as an international language for communication among people with different language backgrounds in all parts of the world.
The stated assumption that English is one of the most important languages in the world has raised a number of discussions among linguists and lay persons alike. One argument considers that there are, after all, thousands of different languages in the word, and each seems uniquely important to those who speak it as their native language that is, their first (normally sole) tongue: the language they acquired at their mother’s knee. We notice, however, that there are more objective standards of relative importance. One criterion is the number of native speakers that a language happens to have. A second is the extent to which a language is geographically dispersed: in how many continents and countries it is used or the number of countries where its knowledge is necessary. A third standard is its vehicular load: the extent to which it is a medium for a science or literature or other highly regarded cultural manifestation including ways of life.
A fourth standard is the economic and political influence of those who speak it as” their own language”.
From the application of the criteria of importance stated above, one can determine the kind and degree of demand, but in the meantime the reasons for demand have surely become clear in our DRC context. To put it bluntly, English is a top requirement of those seeking good jobs-and is often the language in which much of the business of “good jobs’ conducted. One needs it for access to at least on half of the world’s scientific literature. It is thus intimately associated with technological development and it is the principal language of international aid. Not only is it the universal language of international aviation, shipping and sport, but it is to a considerable degree the universal of language literacy and public communication.
Siegfried, former Director of the languages of the world archives in the US Department of Education, has estimated that about 60 percent of the world’s radio broadcasts and 70 percent of the world’s mail are in English. The great manufacturing countries Germany and Japan use English as their principal advertising and sales medium, it is the language of automation and computer technology (Lyons, 1968).
The role of chief foreign language that French played for two centuries from about 1700, therefore, has been undoubtedly assured by English-except of course in the English-speaking countries themselves where French is challenged only by Spanish as the foreign language most widely studied. Patriotism, though, pushes international organizations to devote more resources to translation and interpreting services than reason could dictate and no senior post would be offered to a candidate deficient in English.
English is being used in many schools in the world. In France for example, in the academic year 1968-1969, English was being learnt as the first foreign language by 80 percent of secondary school pupils, the nearest rival being German with 16 percent. When we include those who study it as their second foreign language, we have a total of over two million teenagers studying English in France, a country with a tradition for teaching other European languages-Spanish in the south-wens, Italian in the south east and German in the north east (British council, 1969).
To be specific, the English language was originally spoken in England and eastern Scotland, and by the Middle-Ages it was also spoken in most other areas of southern and Eastern Scotland. The language was introduced into Ireland from England in medieval times, but was not widely spoken there until the 18th century. The language was brought to North America in the 17th century. The speed of English around the world began with pioneering voyages to America and Asia. This was coupled with the 19th century colonial developments in Africa and the South Pacific. It took a further step when it was adopted in the 20th century as an official or semi-official language by many newly independent countries.
English is now the dominant or official language in over 60 countries. The present-day world status of English is primarily the result of two factors:
-The expansion of British colonial power which peaked towards the end of the 19th century.
-The emergence of the United States of America’s dominant economic position wishing to develop internationally is under considerable pressure to work with English. Most of computes that people buy for example have American programs and American English in them.
Thus, because of the legacy of British or American imperialism many colonized countries carry their main proceedings in English (or at least through code mixing). These include: government bodies (board of director’s meetings), government agencies, and civil services (at least senior level), law courts, schools, higher learning institutions and publication agencies.
In other words, English has become the most language in the world. But, this does not mean that people are worshippers of British cultures, what is being said is that English is the current world language which opens the gates for development and success, it is the strongest global medium. Nowadays, almost everybody is for English. English has lost its nationality, its boundaries. It is now your language, our language, everybody’s language and the southern kivu girls particularly Fizi territory ones are no longer an exception.
The famous proverb “do not give your students fish, but teach them how to fish” is perhaps true in language teaching/learning. But how do we go about teaching the language skills to the learners so that they become more interested in learning the language? Also, how do we maintain their interest in language learning when English is not seen as important for their immediate needs other than to pass the examinations?
So, a persistent problem faced by many English teachers, especially the non-specialists, is the attempt to sustain genuine interest in continuing to learn English and to use the English language once the examinations are over. Teachers have to create a healthy balance between preparing students for the standardized examinations and for life-long language skills. One solution is to develop a continuous program which includes an integrated in-class and out-of class language activities that help nurture students language skills. Within the program, an environment, which is rich with language input, is thus provided. The program requires the retaining of in-service teachers who are provided with a framework within which they can apply new techniques in language teaching. It is therefore of paramount importance that we look at the importance of human language in a given society. Language can be looked at as important factor in reinforcing national unity since it can be either a unifying or dividing factor. It can work or act as a unifying factor it serves to bring members of society together either as a sole means of communication or as an element which inspires a sense of oneness in a situation. Where there are divergences. The fact that most people in the USA speak English inspire of their varying countries of origin, makes most Americans feel as one nations, whereas the fact that Canadians speak English and French as two official languages, make them feel as if they are two nations in one.
It is similar for Tanzanians who feel as one nation or country due to the fact that Kiswahili language has always acted as bond between the citizens especially in the East. Also people from those African countries which happen to have one language such as Kinyarwanda, feel close when they are in a foreign country (than those countries which are linguistically diverse; such as Nigeria, where the Igbo, Yoruba and Haussa speakers would feel to have little in common).
Equally, languages can be regarded as dividing factor due their multiplicity. This is a situation whereby many languages of more or less the same demographic or social importance exist in the same country.
The case in the Democratic Republic of the Congo is obvious where Kiswahili, Lingala, Kikongo and Ciluba are each competing for dominant importance in the country.In such a kind of situation, a country normally opts for a foreign language like French or English as their national language because of the difficulty in selecting one of the local languages to be the national language
Clearly, in a given society, there are many elements which could be related to a particular cultural entity. Such elements include dress make-ups, food, taboos and particular manners. Yet, language is the only identity which is more obvious and specific.
Apart from that aspect, language can foster or perpetuate differences in society. Special stratification can involve many categories such as the upper class v/s lower class, the educated v/s non educated or the town dwellers v/s villagers. Such differences would be noticed in the use of certain words, in the choice of words, and in the command of the language.
Moreover, languages can also operate as a “mirror” of cultural and physical realities in a sense that a mirror reflects an “image”. Equally, language reflects all the accumulated knowledge, customs, beliefs and other forms of experiences of a givens social group. Language is therefore the means by which cultural and physical experience is the accumulated, stored and transmitted from one generation to another.
We could also say that language plays a significant role as a factor for schools, hospitals, housing, etc. Through language we also get information through mass media, radio and television.
Where a common language exist between the leaders and the masses, there is normally a sense of closeness, understanding and belonging. The leaders are easily accepted by the people and therefore their directions are easily implemented. On the contrary, in countries where the national language which has been adopted is a foreign language and therefore not so well known to the majority (such as French in Senegal, Ivory Coast, or English in Sierra Leone, Liberia, Ghana and Rwanda), there is a big gap between the leaders and the masses. With language, we are able to communicate in various events in various events in the form of greetings, telephone conversation, discussions, rallies, mass media, instructions, and emails. This is the most important role of language.
We can also say that language allows the human being greater possibilities of self-expression that he would not have without it. It needs no emphasizing that man has survived and developed as a species because of his inherent capacity for social organization, of which language is the main instrument.
Furthermore, in the present-day world, speaking English has become a necessary requirement for development and international communication. With globalization many countries are now using English as their first foreign language to serve their vital interest. Since English is the global language, most science and technology, business knowledge, trade, economic exchanges, global institutions, international cooperation, media and communication are in English.
In the Congolese case, English is vital for development, for the economy and international relations. However, the use of the English language has unfortunately remained very limited in DRC, though it is surrounded by five English speaking neighbor’s on its Eastern border and in south Kivu province especially in Fizi territory which are isolated from the rest of the world because they do not speak English. For many African countries where English is not the first language, speaking English as a first foreign language would help them diversify their means for international relations, know more peoples around the world and become a more integral part of the international community. While the following could be said as an advantage for DRC as a whole and the eastern province of DRC in a particular, we assume that the use of the English language in South Kivu and particularly in Fizi territory would open for the people, especially girls the possibility to:
-Have access to greatest number of most recent scientific and technological resources, best suited to their needs
-Have access to the latest development in business knowledge and innovation
-Have access to more markets and opportunities from all over the world both for exports and imports enhancing considerably their economic condition.
-Have access to more international cooperation and international aid
-Promote their culture and have access to all the other cultures of the world
-Attract for more foreign investments and make it possible for business men/women from all over the world to invest, work and live in South Kivu and in Fizi territory.
-Have access to more media and different perspectives and opinion about the news as well as communicating their own positions as well as promote their country and widely broadcast their news.
-Be more independent as they build more even and diversified international relations
-Have access to the experiences for other economies like India or Brazil best suited to the problems of developing countries.
Moreover, the use of the English language gives the people of the world the possibility to know one another and communicate together promoting open mindedness, cultural exchange and world peace.
After stating the factors and importance of the English language and considering. That language plays an important role that of a tool of communication, it should consequently be learnt with motivation and interest by both girls and gentlemen. But noticing that the latter are more motivated and interested than the former in the learning of the English language, we assume that there are causes behind southern Kivu ladies’ lack of motivation and interest in learning the English language, especially the girls from Fizi territory, though it is spoken by some non-specialists or qualified teachers and very few people form many of non-governmental originations.
The choice of this topic was not randomly made due to the fact that after having consulted the records of the teachers’ training college of Bukavu since its inception and observed that none of the girls from Fizi territory has been a candidate in the department of letters and English civilization at UOB. Hence, we have assumed that southern Kivu girls are not quite motivated and interested in pursuing studies in English, especially those from Fizi territory.
An investigation was conducted by the researcher who visited different educational institutions in Bukavu where some of the girls from Fizi territory are lodged and discovered that almost all of them choose different areas of study and avoid English.
In addition, local library research has shown that only one study has been conducted on this topic. It was entitled an “Attempt to study female learner’s attitudes interest and motivation in English language learning” in a case study of some Bukavu secondary school 6th form pupils (Namegabe, 2002). This implies that very few people have written about this issue. Although that case study is helpful, its limitations for us lie in the fact that it dealt with pedagogical strategies only. It is also limited in the sense that it is about attitude, interest and motivation in a classroom environment.
Therefore, the present work contributes to further research by helping not only understand the causes behind southern Kivu girl’s lack of motivation and interest in learning the English language, more specifically those from Fizi territory, but also help English teaching practitioners improve strategies to stimulate girls to learn the English language by emphasizing on their understanding of its importance in the present-day world.
The usefulness of this work will also be observed in the teaching framework because it helps teachers understand the main causes of their students’ lack of motivation and interest in the learning of the English language as it is noticed about female students from Fizi territory.
Nevertheless, the importance of English in South Kivu (particularly in Fizi territory) is obvious. The following are some of the opportunities that knowing the English language can provide anyone in south Kivu, particularly those in Fizi territory:
Job opportunities
If your work involves regular contact with speakers of foreign languages, being able to talk to them in their own languages will help you to negotiate communicate with them. It may also help you to make sales and to negotiate and secure contracts. Knowledge of foreign languages may also increase your chances of finding a new job, getting a promotion or a transfer overseas, or of going on foreign business trips.
Many English speaking business people do not bother to learn other languages because they believe that most of the people they do business with in a foreign country can speak English and if they do not speak English, interpreters can be used. The lack of foreign language knowledge puts the English speakers at a disadvantage. In meetings, for example, the people on the other side can discuss things amongst themselves in their own language without the English speakers understanding and using interpreters shows everything down. In any socializing after the meetings, the locals will probably feel more comfortable using their own language rather than English.
In a word, some business that deal with international clients and supplies rely on English speaking employees to help with day-to-day operations to interpret, translate and communicate directly with English speaking customers and clients being fluent in English can improve employment opportunities.
Travel
Even if you go another country where you do not speak the native tongue and the country’s primary language is not English, you probably will be able to find someone who can speak at a little English.
Many English speakers seem to believe that wherever you go on holiday you can get by speaking English, so there is no point in learning any other languages. If people do not understand you, all you have to do is to speak slowly and turn up the volume. You can more or less get away with this, as long as you stick to popular tourists results and hotels where you can usually find someone who speaks English.
However, if you want to venture beyond such places, to get to know the locals, to read signs, menus etc. knowing the local language is necessary. A basic ability in a foreign language will help you to “get by” i.e. to order food and drink, find your way round, buy tickets, etc., if you have a more advanced knowledge of the language, you can realize conversations with the people you meet, which can be very interesting and will add a new dimension to your holiday.
According to Fun easy. Com, more than 900 million people in the world are either native English speakers or speak English as a second language. If you speak English
you have chance to communicate almost anywhere you travel. South Kivu being a border province and Fizi a border territory in the corners or the region of DRC, Burundi, Tanzania and the rest of the East African community countries, much of the travel and business is conducted across the border through the use of English.
Children, parenting and family benefits
Parents raising children in an English speaking country may have a problem helping their children through school if they do not understand English. If they send their children to school and the teacher does not speak their native language, parents are likely to have a problem communicating with the teacher. In addition, if the children have homework they do not understand, parents who do not understand English cannot help them.
If your partner, in-laws, relatives or friends speak a different language, learning that language will help you to communicate with them. It can also give you a better understanding of their culture and way of thinking.
Study or research
You may find that information about subjects you are interested in is published mainly in a foreign language. Learning that language will help you access to the material and enable you to communicate with fellow students and researchers in the field.
Emigration
When you move to a different country or region, learning the local language will help you to communicate and integrate with the local community. Even if many of the locals speak your language. For example, if your L1 is English and you move to the Netherlands, it is still worth your while learning the local language. Doing so will demonstrate your interest and commitment to the new country.
Culture
May be you are interested in the literature, poetry, films, TV programs music or some other aspect of the culture of people who speak a particular language and want to learn their language in order to gain a better understanding of their culture.
Linguistic interest
May be you are interested in linguistic aspects of a particular language and decide to learn it in order to understand them better. One language is never enough!
Religion
Missionaries and other religious types can learn languages in order to spread their message. In fact, missionaries have played a major role in documenting languages and devising writing systems for many of them. Others learn the language (s) in which the scripture/holy books of their religion were originally written to gain a better understanding of them. For example, Christians might learn Hebrew, Aramaic and Biblical Greek, Muslims might learn classical Arabic, and Buddhists might learn Sanskrit.
Educational benefits and opportunities
In addition to job opportunities, there are other opportunities available for those who learn English. Learning English can improve the chances of being accepted into advanced training programs or colleges and universities in English speaking countries where English is the medium of instruction. For example, girls who can speak at least a little English in the Nyarugusu Congolese refugees’ camp based in Kasulu District, a Kigoma region in the United Republic of Tanzania have been gaining scholarships from DAFI program to further their education in many of Tanzania institutes and universities
Learning English can also expand the ability to access news and information much of which is generated only in English.
Based on the explanation above, Fizi territory girls and other users of English, by reading this work, will have some heading containing ideas designed to help improve and ignite motivation and interest by making the English language learning more manageable by defining the task, having realistic expectations, deciding on their initial approach to learning the English language and have SMART objective.
However, focusing on Fizi territory to show or prove our case, it has been noticed that the outbreak of wars in the DRC brought about the arrival or the influx of NGOs and international organizations of which the majority were from English speaking countries. Therefore, Fizi territory was not exempt from this due to the fact that it is one of the places where these organizations are operating in the DRC in general and in south Kivu in particular. The heart of the matter is that Fizi territory is isolated from the rest of the world because they do not speak E they lose all the opportunities that English while they should as a result English would open for them.
The opportunities or benefits that the knowledge of English can provide anyone in south Kivu and particularly in Fizi territory are numerous as cited previously, but among other reasons, the jobs offered in Fizi territory are not got by girls in Fizi because of not having the knowledge of English. On all job vacancy announcements in Fizi territory, one will see that the knowledge of English is required as an asset in order to get access to the job offered. It can also be asserted that these girls cannot gain any scholarship offered to them by any organization to pursue their tertiary studies in English-speaking countries due to the fact that they do not master English unlike their fellow girls who are in Tanzania whose knowledge of English is beneficial in the sense that they are gaining scholarships further their studies in Tanzania an English speaking country.
All these factors have a great impact on the development of Fizi territory considering that we are getting to globalization where both man and woman are equally considered.
The argument made by both d’Anglejan and Schumann (1976) that the teachers, the materials and language exposure are the three factors in the motivation for language exposure are the three factors for language learning shed light on the objectives of this study.
The study attempted to find out information on the following
-The causes behind Fizi territory girls’ lack of motivation and interest in learning the English language
-The ways and or strategies that could be set up to stimulate, sustain their motivation and increase their interest in learning the English language.
Based on the above objective, the research questions are:
1.Why do southern Kivu ladies, especially those from Fizi territory lack motivation and interest in learning the English language?
2.Are there qualified English teachers in Fizi territory?
3.Do Fizi territory girls have the needed English language-rich learning environment?
4.Do Fizi territory girls have exposure to the English language?
The main assumptions in this study were:
The present work has been conceived as a work in applied linguistics. However, it has been assumed that there is an interdisciplinary orientation due to the fact that some aspects of psycholinguistics, language learning and language teaching were overtly dealt with in the work. It is entitled ‘An investigation into causes behind southern Kivu schooled girls’ motivation and interest in learning the English language: the case of Fizi territory. Hence Fizi territory remained our spatial frame for this research. This research was conducted in different secondary schools in Fizi territory.
This work is divided into six main parts. The first chapter, the introduction, deals with background to the study, statement of the problem, choice and interest of the topic, objectives of the study, research questions, the hypotheses, scope and limitation, division of the work and gives some information on Fizi territory.
The second chapter is a literature review subdivided into sections. It studies and defines some key concepts. The third chapter is about research methodology beginning with the introduction and then the detailed points of research methodology, research population and sample, research design, research and survey instruments, construction of the instrument (questionnaire) and ethical considerations. The fourth chapter is about the data results: presentation and analysis with comments on figures in the tables and ended in a concluding paragraph. The fifth chapter deals with discussion and interpretation of data (findings) which is an evaluative comment on all the findings.
The sixth and last chapter is a conclusion. It includes a summary and gives some specific recommendations or suggestions based on the findings.
Fizi is a territory and a town in the province of south Kivu in the Democratic Republic of the Congo. It is located in the south of the province on the shores of Lake Tanganyika. The region has had a long history of independence from Kinshasa. It was the location of the maquis set up by Laurent Desire KABILA in 1997, as well as the birth place of his son and current president of the Democratic Republic of the Congo, Joseph KABILA. Throughout much of the second Congo war, the town was disputed by numerous armed groups, for its being strategic both economically and militarily. The predominant language in the territory’s Kiswahili: communities within the territory mainly include Ngundja, Lulenge, Mutambala, Tanganyika and Itombwe.
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