This paper focuses on evaluating the teaching and learning of the English interjections in Cameroon taking in cognizance the pragmatic approach. Research in second language acquisition (SLA) has to date typically concentrating on the acquisition of systems central to linguistic analysis especially in morphology and syntax. The study of interjections in Cameroon cannot be left out in SLA, since the trend that SLA is adopting, is virtually leaving from the acquisition of linguistic forms, structures and rules to a widespread recognition amongst SLA researchers to study the acquisition of other components of language ability as well especially those interactional and social aspects of the language. The teaching and learning of interjections is fundamentally focused on contexts. This context defines to the interlocutors the interpretation given to the same or different types of interjections. The difficulty of teaching interjections in SLA lies at the level of lesson preparation, lesson delivery and lesson assimilation. Thought has been given to this difficulty and a pragmatic approach has been postulated. This paper therefore enhances and empowers both the teachers and learners in Cameroon with materials and lesson plans in the teaching/learning of the English interjections through a pragmatic approach. Nevertheless, the language socialization theory has been of vital importance in situating the context of this article.
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