A thesis submetted in partial fulfillment of the requrements for tha award of the degree "Licencié en Pédagogie Appliquée, agrégé de l'Enseignement Secondaire en Anglais".

Résumé

The result of educational system in any country depends very much on the efforts that the country invests in its socio-economic structure. The educational system, in some countries including Burundi, is characterized by many drawbacks such as low investment and hence a failure in the promotion of the teaching and learning of some courses such as English language.

Since English is a foreign language, its teaching and learning are somehow difficult and necessitate various stratégies and many efforts as well in the one as in the other task. Both teaching and learning of the English language are fulfilled thanks to different elements, including the setting and the environment.

Apart from the teacher's qualification , the learner's readiness to learn and the availability of the teaching materials, the environment is an essential element that conditions learning activites inside and outside the classroom, and the result of the teaching / learning process is very much dependent on the physical school environment.

Some schools are located in some areas where learners are almost often disturbeb by different things or even the atmosphere does not allow them to follow their teachers adequately. This can also have an impact on the teacher's activity himself / herself in that, it can be an obstacle to the preparation of this / her lessons as some realia are sometimes difficult to find.

The consequence of all this is failure, not only for the learner, but also for the teacher, as teaching and learning are two interrelated activities. This is one among many other reasons that pushed us to make a research so as to prove right or wrong different views that learners and teachers should be disturbeb by different obstacles caused by the setting of the school where they are exercing their activities.

For this research, a questionnaire was given to teachers and learners of some lower level classes in Cankuzo province, to find the impact of the environment on their process of teaching and learning of English. What they suggested could change or be added to what already exists and then, we suggest our recommendations to the stakeholders who will contribute to good conditions for a good process of teaching and learning of the English language.