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The study contrasts learners situated in rural settings with those in urban or cosmopolitan contexts, using irregular verbs as the yardstick. Data from oral and written tests with 80 final-year primary learners assess verb inflectional categories, verb tenses, and overall production. Results show similar patterns for inflectional categories and tenses, but divergent oral versus written production, highlighting differing challenges and informing pedagogic implications for stakeholders.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/on-context-and-second-language-acquisition-the-rural-urban-dichotomy-in-cameroon/590056/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/on-context-and-second-language-acquisition-the-rural-urban-dichotomy-in-cameroon/590056.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core question does the paper address about second language acquisition?","Question",{"text":112,"@type":113},"It examines the role of context in second language acquisition by comparing rural and urban/cosmopolitan learning settings in Cameroon.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study evaluate learners’ acquisition progress?",{"text":117,"@type":113},"It uses oral and written tests to examine acquisition of verb inflectional categories, verb tenses, and general oral and written productions, focusing on irregular verbs.",{"name":119,"@type":110,"acceptedAnswer":120},"What key differences does the paper find between rural and urban learners?",{"text":121,"@type":113},"Learners in both contexts show similar trends for inflectional categories and tenses, but oral and written production patterns diverge, with urban learners showing higher efficiency in oral production while rural learners face more challenges in verbal versus written production.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590056,1792189380,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| On Context and Second Language Acquisition: The Rural Urban Dichotomy in Cameroon\u003Cbr>Louis Mbibeh*\u003Cbr>The University of Bamenda, Cameroon\u003Cbr>Corresponding Author: Louis Mbibeh, [E-mail: mbibeh16@yahoo.com](E-mail: mbibeh16@yahoo.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>The complexity of the linguistic environment in Cameroon raises the question of context and its role in the acquisition of another language. This paper draws a dichotomy between learners in such contexts considered rural and those regarded as urban or cosmopolitan2. Using the irregular verb as a yardstick, an evaluation of the acquisition of irregular verb patterns by 80 final year primary school learners from 2contexts in the Northwest Region of Cameroon was done. Oral and written tests were administered to check learners’ acquisition of verb inflectional categories, verb tenses and general written and oral productions. The findings reveal similar trends in the acquisition of inflectional categories and verb tenses by learners in both contexts and divergent trends in general oral and written productions. For instance, learners in both contexts had similar challenges using the Vs, Ved and Ven inflections with a very low average frequency of 26% and with a high frequency of 67.2 % for the Ving and Vo inflections. Though learners in the urban centres had higher degrees of efficiency in oral productions, their counterparts in the rural areas had more challenges in verbal as against written productions. The paper concludes that second language acquisition is not a consequence of a unilateral context but a result of a plethora of other factors both within and without the learning environment with evident pedagogic implications for stakeholders in the second language acquisition industry. |\n| Article history\u003Cbr>Received: December 04, 2020\u003Cbr>Accepted: January 23, 2021\u003Cbr>Published: February 28, 2021\u003Cbr>Volume: 12 Issue: 1\u003Cbr>Advance access: February 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Second Language Acquisition, Context,\u003Cbr>Accommodation,\u003Cbr>Acculturation,\u003Cbr>Cameroon Linguistic Landscape |  |\n\nINTRODUCTION  \nSecond language acquisition has gradually drifted from being a pleasing pastime, to an obligatory endeavour especially for citizens of the global village. It is no news againthat the World Wide Web has bridged the gap between continents, countries, cities and villages hitherto separated by archetypal frontiers that inhibited interaction between peoples believed to be eternally separated by varied topographical barriers. This has had a boomerang effect on the second language acquisition industry that has witnessed a blossom in the 21st century. It is more so the case of the English language given its significance as a vehicle for the transmission of knowledge that is greatly cherished in the global village. To bridge the linguistic chasm between the islands in the globe, a plethora of intricacies need to be grappled with amongst which is the question of context. If we adhere to the Whorfian Hypothesis,3 it is evident that culture influences language and vice versa.  \nLearners in the rural areas of Cameroon acquire English in a context that is conspicuously dissimilar from their counterparts in the urban centres with regard to both linguistic and extra-linguistic exigencies. The rural areas are dominated almost exclusively by local languages of Bantu origin  \nand Mbibeh (2010) highlights this complexity by stating that at times there are 2 to 3 different local languages spoken in the same locality. Children who go to primary school at 3 to 5years can already speak and sustain a conversation in any or two or more of these languages. In the urban centres, children on the contrary are exposed to some English at home and more to Pidgin English among peers with whom they have very regular interactions (Fonk","cbCaip1cPLljiQF1","https://ap.wps.com/l/cbCaip1cPLljiQF1","pdf",231912,"English","# Abstract\n# Introduction\n## Rural and Urban Contexts in Cameroon\n## Consistency in Teaching and Learning\n## Interlanguage and Irregular Verbs\n# The Language Cartography of Cameroon","[{\"question\":\"What core question does the paper address about second language acquisition?\",\"answer\":\"It examines the role of context in second language acquisition by comparing rural and urban/cosmopolitan learning settings in Cameroon.\"},{\"question\":\"How does the study evaluate learners’ acquisition progress?\",\"answer\":\"It uses oral and written tests to examine acquisition of verb inflectional categories, verb tenses, and general oral and written productions, focusing on irregular verbs.\"},{\"question\":\"What key differences does the paper find between rural and urban learners?\",\"answer\":\"Learners in both contexts show similar trends for inflectional categories and tenses, but oral and written production patterns diverge, with urban learners showing higher efficiency in oral production while rural learners face more challenges in verbal versus written production.\"}]","On Context and Second Language Acquisition - The Rural Urban Dichotomy in Cameroon | PDF",1792068697,23]