Abstract:

This study is based on the premise that the prevalent use of Pidgin English for communication adversely impacts the language skills of students, both in speaking and writing. It also suggests that students in examination classes should possess strong communication abilities after five and seven years in secondary and high school, respectively.

Throughout the research, it was evident that Pidgin English is more widely used than standard English. Its influence is not limited to marketplaces and streets but has permeated educational institutions as well. Unfortunately, statistical data indicate that this trend may persist for several years, and resolving the issue appears challenging.

CHAPTER ONE

INTRODUCTION

Background to the Study

Cameroon is linguistically diverse with approximately 280 languages spoken (Anchimbe 2006). The English language, despite being one of the country’s official languages, faces challenges in the multilingual context of post-colonial Cameroon. Cameroon Pidgin English or Kamtok serves as a lingua franca, bridging linguistic barriers among Cameroonians regardless of their background or education level. Pidgin’s ease of communication, especially in commercial settings and schools, contributes to its widespread use, impacting students’ language proficiency negatively.

The historical decline of Standard English in Cameroon can be attributed to the growing influence of Pidgin English. The language’s development dates back to the 15th century when it was utilized by Portuguese explorers and later adopted and contributed to by various European and African ethnic groups. Pidgin’s vocabulary is mainly derived from English, but pronunciation differences and influences from African languages result in English being spoken incorrectly, particularly by students.

Statement of the Problem

The prevalence of Pidgin English extends beyond the streets and markets to educational institutions, significantly affecting students’ spoken English. As a consequence, students struggle to differentiate between Pidgin English and Standard English, leading to poor performance in the English language subject during examinations. This research aims to explore the impact of Pidgin English on students’ spoken English in G.H.S Bokova.

Research Question

This study aims to answer the following research questions:

1. Do students’ spoken English exhibit aspects of Pidgin?
2. How does Pidgin English influence the spoken English of students at G.H.S Bokova?

Hypothesis

This research is based on the following hypotheses: Pidgin English negatively affects the spoken English of students at G.H.S Bokova. Additionally, the students’ environment contributes to the influence on their spoken English.

Aim and Objective of the Study

The objectives of this study are as follows:

1. To assess the impact of Pidgin English on Standard English, particularly in examination classes.
2. To provide examples demonstrating how Pidgin English affects the spoken English of students.