A thesis submitted in partial fulfillment of the requirement for the award of the degree Licence en Langue et Littérature Anglaises.

Résumé

This work is about "Factors Affecting the Learner's Performance in spoken English in the Ninth Form of Burundi Public Basic Schools " It looks into the factors that affect pupil' ability in the English speaking skill in the Ninth Form of Burundi public Basic Schools. It sought to confirm or refute the four research hypotheses that are : There is a shortage of adequate teachIng/ Learning materials that can help in the success of teaching learning of spoken English in the Ninth Form of Burundi Public Basic Schools, Burundi Public Basic School pupils of the Ninth Form lack an English speaking environment outside the classroom that can help them improve their inglish speaking skill, the teachers of the Ninth Form of Burundi public basic schools are not competent enough so as to effectively teach the spoken English, and the large classes in the Ninth Forms of Burundi Public Basic Schools hinder the teaching/ learning of English speaking skill. With regards to the methodology, the classroom observation and questionnaires on for teachers and anther one for pupils were made use of to collect data. The area of the study is made up of : Ngozi (Lycée Communal de Mubuga), Gitega (Lycée Communal Urbain de Gitega and Lycée Musinzira), Bujumbura mairie (Lycée Scheppers and Lycée Municipal de Nyakabiga) and from Rumonge (Lycée Rukinga) and the population is constituted by the teachers and pupils of the ninth forms of those respective schools. The sample of our population was selected on the basis of 1/3 selection for pupils while the number of teachers was taken as a whole. The findings of this study led the researcher to a number of conclusions. It was revealed that there is a lack of adequate teaching/ learning materials and an English Speaking environment outside the classrooms in the Ninth Form of Burundi Public Basic Schools. In addition, it was realized that teachers of the targeted schools were not competent enough so as to effectively teach the spoken English, Also, the large classes were observed in those schools. A the end, recommendations are addressed to different practitioners namely the teachers, curriculum designers, government, pupils, and further researchers in ordre to improve the teaching/ learning of the English speaking skill in the Ninth of Burundi Public Basic Schools.