A thesis submitted in partial fulfillment of the requirements for the Award of the degree "licencié en pédagogie Appliquée, Agrégée de l'enseignement secondaire en Anglais".

RESUME,

This study set out to investigate the impact of the use and preference of language leaving strategies on learners' perfomance by burundian learners of bacII of the English Departement at the university of Burundi.(2016-2017).It also sought to find out the relationship between L.L.S use and learners' perfomance on a reading reprehension task.The following research questions were addressed in this project:(1) is there a difference in types and frenquency of language-learning strategies that are used byBurundian EFL University students? (2) is there a difference is strategy use due to the gender variable? And (3) is there any relationship between strategy use and students' reading proficiency.Twenty EFL students participated in this study.All the subjects were requiered to complete the strategy inventory for Language Learning (SILL) questionnaire developed by oxford (1990) and a readingcomprehension test selected from the TOEFL test.With respect to the first research hypothesis,it was found that cognitive strategies are used most frequently than other strategy groups.With regard to the second hypothesis,this study showed some variation between the strategy use and gender.And finally,with respect to the third research hypothesis,the results indicated that the only learning strategies having a meaningfulrelashionship with the students' reading proficiency were cognitive strategies.General conclusion and recommendations were drawn and formulated in the light of the research findings to:lecturers,the government,learners,ministry of education and university of Burundi and further researchers.