The spread of English as a world language has reached many non English speaking countries. In the Expanding Circle (Kachru, 1988), many countries in Africa demonstrate more and more interest in learning it. This paper investigates Chadian learners' attitudes and motivation in learning that language. The study's subjects are made up of 190 secondary / high school learners and 70 university students. The analysis is based on Gardner's and Lambert's (1972) integrative and instrumental motivation model. Results showed that both female and male students at secondary /high school and university levels have a positive attitude towards English. They all have a high instrumental motivation and their interest in learning English for communicative and traveling purposes is quite significant.

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Although French and Arabic are the official languages of Chad, for the past twenty years Chadian learners and users of English have been having a strong interest in the language. Their number in Cameroonian, Nigerian, Ghanaian and Sudanese universities as well as in linguistic centres in N’Djamena testifies to this. It can be said that the petrol boom in the country has really changed the attitudes of Chadians towards English. They see in it the language of opening and opportunities. Given that in most major languages there are accents and variants, and most especially with English the lingua franca of the 21st century, it is important to know those learners’/users’ preferred variety (ies). This paper thus aims to know which variety (ies) of English Chadian learners/users prefer to hear or speak. The data was gathered through a questionnaire administered to 106 university students, 97 secondary school learners, 18 English language teachers and 29 workers of other sectors (N = 250). Results show that most Chadian learners/users prefer American or British English and a good percentage of them favour Ghanaian or Cameroon English.