There are several strategies to enhance language teaching. One of the strategies is pressure (Rau et al., 2006; Lane and Ferreira, 2008; Repak, 2012). In a previous study, four types of pressure were tested on language learners: ego relevance, monitoring pressure, punishment contingency and reward contingency (Abang, 2018). In that study, no type of pressure had a negative impact on performance in language learning. However, reward contingency was seen to have the highest positive impact on performance in language learning. This thus motivated the researcher to investigate the impact of reward contingency on performance in language learning, in the case of novices. Judge and Bono (2000) defined reward contingency as, “providing an adequate exchange of valued resources for followers support.” In other words, reward contingency denotes, offering praises, extra marks, awarding hard work with privileges. The present study seeks to demonstrate how reward contingency can enhance performance in language teaching and learning to novices. Novices here refers to language learners who do not use the target language often. In the case of this study French speaking students of ENSET (L'École Normale Supérieure de l'Enseignement Technique) Douala, learning English language, were subjects of the study. We had 95 participants who were divided into an experimental group and a control group. Research instruments were an observation chart, pre-test and post-test. Data were analyzed using descriptive statistics. It was concluded that reward contingency improved class interaction and encouraged the students to ask questions in class.

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