International Journal of Human Research and Social Science Studies

The mastery of complex grammatical structures, particularly reported speech and the passive voice, poses significant challenges for Francophone learners of English as a Foreign Language (EFL) in Cameroon. This study investigates the specific difficulties faced by 100 sixth-year Francophone secondary school  students through written production tasks. The analysis was guided by Error Analysis Theory and Interlanguage Theory, with pedagogical insights informed by Communicative Language Teaching (CLT). Findings reveal that structural errors were most prevalent (60%), encompassing incorrect tense shifts, faulty passive constructions, and pronoun misuses. Semantic errors (23.3%) and lexical errors (16.7%) were also observed, indicating learners’ struggles with meaning, contextual appropriateness, and word choice. These patterns suggest that errors are systematic and reflective of learners’ emerging interlanguage, influenced by first-language interference, limited exposure to authentic English, and insufficient opportunities to practice these structures in meaningful contexts. The study highlights the cognitive and syntactic complexity of reported speech and passive constructions, demonstrating that traditional, form-focused grammar instruction is often inadequate. Errors persisted even among learners with moderate proficiency, suggesting that mastery requires repeated, context-rich, communicative practice. The findings underscore the need for instructional approaches that integrate form, meaning, and use, providing learners with varied opportunities to internalize and apply these structures in authentic communicative situations. This research contributes to the understanding of grammatical difficulties in EFL contexts and provides evidence for designing more effective teaching strategies in multilingual environments. It emphasizes the importance of aligning grammar instruction with learners’ communicative needs.

EFL, reported speech, passive voice, interlanguage, error analysis, communicative language teaching.

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