The Influence of socio-cultural factors in English teaching and learning case of second Form Arts in selected secondary schools of Ngozi province
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Memoire
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Bibliothèque Centrale | 372.880.20 HAS. (Browse shelf) | EX1 | Not For Loan | 5010000147952 |
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A Thesis submetted in partial fulfilment of the requirements for the award of the degre of "Licencié en Pédagogie Appliquée, Agrégé de l'Enseignement Sécondaire en Anglais.
RESUME,
In Burundi, a large number of pupils can learn the English language only through the rormal educatuonal environment.This can be explained by the fact that Burundi is not an English speaking country and there is no opportunity to pick up the English language in everyday social life.Also,the socio-cultural environment of burundians shapes the way we communicate in the English environment of burundians chapes the way we communicate in the English language as the cultural beliefs,the thoughts and attitudes together with the way language as the cultural beliefs,the thoughts and attitudes logether with the way of life determines someone's proficiency in any given non native language .Therefore,this fact lacks no consequences on the english language teaching/ learning process since the quality of a teacher/ learner can be influenced by his/her social and cultural settings,in this study,a number of factors are raisedand reviewed on the influence of the society and culture in the process of English language teaching and learning through two hypotheses,that is 1°) socio-cultural factors influence the teaching / learning process of the English language,2°) Learners from different socio-cultural backgrounds differ in language learning proficiency.With these hypotheses ,the researcher discussed some of the factors that may influence the teaching/ learning of the English language .The collection of data was done with two questionnaires as researchinstruments,administered one to teachers and another to learnersof seven sampled schools of Ngozi Province and a total number of 160 pupils and 7 teachers were selected.The analysis of the data collected with the questionnaires was donc question by question with frequencies and percentages.After the analysis,it was concluded that learners and teachers from different social and cultural millieu do not have the same facility and advantages in the English language learning/teaching.Consequently,the ways of enchancing their proficiency in English language differs in many ways,the more disadvantaged learning/teachers being those whose environmental setting is the country side and the day rural school learners since the latter do not have good linguistic environment and adequate instructional materials comparing to urban or boading school ones.At the end of this study,a general conclusion and some recommendation were formulated by the researcher.
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