Didactic and Linguistic Approaches and EFL Teachers’ Skilled Development in Benin

Abstract

Abstract Communicative language teaching and especially in English, is difficult and can be effective whenever educators and learners rate their feelings in addition to linguistic and didactic aspects. This study aims at identifying and examining didactic and linguistic approaches to EFL educators skilled growth so as to encourage their learners’ performances. The use of both quantitative and qualitative methods has enabled the administration of questionnaire sheets to 56 EFL teachers, 52 collected (sample size: 46), 133 learners of English, 112 collected (sample size: 87) additionally to the interviews conducted with 17 didactic and linguistic experts, sample size: 17. The results obtained have shown that certain coursebooks provide sufficient grammar activities that scarcely favour communication. This justifies the fact that at the beginning of such a training, learners are not sufficiently equipped with linguistic abilities and mental readiness for completely developed English language communication. It is suggested that EFL teachers ought to create favorable stipulations in the target language instruction and involve learners in communication carefully and gradually to develop intellectual stress as well as didactic and linguistic responsibilities, in the teaching and learning process.