Abstract
Despite the adoption of the competency-based approach and the establishment in Cameroon of the teaching of English right from primary schools some twenty years ago, communicating in English is still a difficult task among French-speaking students. The present survey shows that, out of seventy-two students cumulating at least nine years of English studies, only three were able to prove themselves competent in an elementary communication situation that required them to introduce themselves by correctly forming five sentences indicating the following: name, age, date and place of birth, number of years they had been studying English. It seems therefore, that the teaching of communicative English may not have been effective in the Cameron education system whose lack of internal efficiency is also confirmed
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