Authors : By Marius Bamose Ndungi; Felly Felengamo Talimbo

Volume/Issue : Volume 9 - 2024, Issue 9 - September

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DOI : https://doi.org/10.38124/ijisrt/IJISRT24SEP744

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Abstract : This study has been conducted with the aim of knowing whether the motivation of secondary school students in the Democratic Republic of Congo in learning the English language, and establishing the relationship linking language to family, education, and culture. It has been found firstly that secondary school students are highly motivated in learning English, and that cultural-linguistic motivation is predominant over the others, viz. the holistic and the cognitive-linguistic motivation, although it is difficult to tell one from another; secondly that most of families practice multilingualism, and that most of the parents do encourage their children in learning English despite the ignorance by some of them of the possible effects on their children; thirdly that the teaching of English in the Democratic Republic of Congo follows pedagogical norms as stated in the national syllabus, and that the majority of students are satisfied with the language learning situation, wishing that some of the teachers have to reconsider their teaching methodology in order to meet the needs of the learners, and that way reach the language learning objectives; and finally that despite the practice of multilingualism in the Democratic Republic of Congo, people do keep their cultural identity, and that the influence of English on the learners is mostly linguistic but not cultural.

Keywords : Languages, DRC, Use Of Languages, Family Implications, Educational Implications, Cultural Implications.

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