The Impact of Diffidence and Stereotypes on the Performance of Francophone Learners of English (Published)
This article applies the broaden-and-build theory of positive emotions by Fredrickson (1998) to analyse the performance and the psychological factors (diffidence and stereotypes) hindering the English language learning process in the Francophone system of education in Cameroon. 200 informants were randomly selected in 2 schools for this research: a public school, Lycée Bilingue d’ Etoug-Ebé (LBE) and a private school, Collège Privé Moderne de l’Espérance d’Etoug-Ebé (COPMEE) in Yaounde. Our informants were selected from examination classes (Troisième, Première, and Terminale) in different streams, known as séries: literary studies and scientific and technological studies. 10 teachers were also selected for this study. The data were collected through an open-ended interview for teachers, an analysis of students’ report cards, a questionnaire for students, and observation in class. The findings reveal that diffidence and stereotypes have a negative effect on Francophone learners of English. Female learners seem to be less affected by these psychological factors than male learners; just like learners below 15. Also, German learners, as well as learners from literary studies perform better in English and are less affected by psychological factors than Spanish learners.
Keywords: Francophone learners of English, Performance, diffidence, psychological factors, stereotypes