Abstract
Several decades after the introduction of English in Chadian educational system, a large number of learners have not still been able to develop proficiency in it. It has been hypothesized that this situation could be imputable to a certain number of pedagogic factors. In a bid to look into some of the real pedagogic factors which impede the learning of English in Chad, a study involving 100 students of ‘’Terminale’’, and 03English language trained teachers (Considered to be the pedagogic inspectors) was carried out in East Mayo-Kebbi Region, precisely at ‘’Tikem Secondary School’’. The students selected on the basis of simple random and purposive sampling techniques were submitted to a certain number of questionnaires, whereas the three trained teachers were interviewed. The theories of foreign language learning, such as, Behaviourism, Interactionism and Innatism, were used for the analysis of data. It was found out that learning is affected by the inadequate use of language skills and teaching methods, the lack of teachers, poor time allocation, the absence of learning materials and inappropriate classroom practices. Some recommendations were made to pedagogic inspectors, syllabi designers, teachers, and parents followed by the suggestions for further studies.
Key words: Pedagogic factors- Hampering- Learning- English- Foreign language.
