Integrating Motivational and Autonomous Strategies
to the Teaching and Learning of English for Specific Purposes in Beninese Professional Schools
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Language autonomy and motivational strategies constitute the core indicators in the learning and teaching of English as a foreign language which has gained a propensity in its fluency by economic agents. To that end, it becomes transversal to academic curricula for professional schools and institutes to universities in Benin, mostly at the advent of the new educational system called LMD. Hence, the development and the promotion of ESP as a vehicle to new fields of study progression inner higher education. Thus, this study aims to evaluate the existing strategies and their motivational factors ...
Language autonomy and motivational strategies constitute the core indicators in the learning and teaching of English as a foreign language which has gained a propensity in its fluency by economic agents. To that end, it becomes transversal to academic curricula for professional schools and institutes to universities in Benin, mostly at the advent of the new educational system called LMD. Hence, the development and the promotion of ESP as a vehicle to new fields of study progression inner higher education. Thus, this study aims to evaluate the existing strategies and their motivational factors so as to compare and suggest the new ways for integration which facilitate teaching and learning autonomously during ESP courses. The study has adopted qualitative and quantitative approaches by differentiating factors by the medium of interviews, questionnaires class observations, and Focus Group Discussion. In real 675 learners and 14 instructors from 7 Universities are characterized and it reveals certain socio economic factors which influence the act of teaching and learning. So suitable recommendations and suggestions are formulated for better improvement of ESP in Benin.
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