Francophones' Knowledge of useful Vocabulary and Social English

The teaching of a second language, say English, has as final goal to enable the learners to interact with their environment, that is, being able to react positively to social stimuli that enclose various daily situations. However, thanks to our personal experience as ESL learners in Cameroon secondary schools, we were faced with the evidence that we could discuss whatever issue related to the school environment and science. However, once out of such scientific domains, we could scarcely use the accurate words or sentences to name objects that we see, use and touch on a daily purpose at home for example or to respond to greetings, asking for information, etc. This investigation gives an objective insight to the actual competence of such learners in Cameroon and proposes some solution to tackle successfully what should be seen here as a problem to the pedagogy of English in our country and others that could face the same problem.