A dissertation submitted in partial fulfillment of the requirements for the award of the degree "Licencié en Pédagogie Appliquée, Agrégé de l' Enseignement Secondaire en Anglais

Résumé,

This work sets out to find out factors hampering the Congolese pupils'success in learning English in their refugee camps in general and at Kinama secondary school in particular, which is in Kinama Congolese refugee camp located in Gasorwe, Muiyinga Province. Therefore, the study was conducted at Kinama secondary school where four classes were selected as a sample. To carry out this study, I was helped by the Deputy Head of the school who handed to me the list of teachers of English and pupils of the selected classes.

The following hypotheses were formulated as answers to the questions which guided the investigation in the study. These were : the lack of teaching and learning materials explains the learners' failure in English, pupils' negative attitudes to English explain ther failure, learning conditions contribute to the pupils' failure in English, and the lack of enough qualified teachers contributes to the pupils' failure in English. Data from the pupils were collected by using the questionnaire designed to look for information about teachning and learning materials, pupils' attitudes towards English, learning conditions and teachers' qualifications. Classroom observation was also used in selected classes in order to have a critical assessment on what happening in each classroom.

Furthermore, through this research, it was found out that the success of pupils at Kinama secondary school cannot be achieved since there is a lack of teaching and learning materials, the negative attitude of pupils towards English, unfavourable learning conditions and the lack of enough qualified teachers.

A general conclusion and a number of recommendations were addressed to the educational partenrs concerned.