Assessing the teaching of the writing skill at upper level of Burundi secondary schools the case of the 2nd form arts in some schools of Ntahangwa commune in Bujumbura municipality (school year 2010-2011)
| Item type | Current location | Call number | Copy number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
Memoire
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Bibliothèque Centrale | 372.880.20 NKE.2017 (Browse shelf) | 1 | Not For Loan | 5010000168858 | |
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Memoire
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Bibliothèque Centrale | 372.880.20 NKE.2017 (Browse shelf) | 2 | Not for loan | 5010000168865 |
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A thesis submitted in partial fulfilment of the requirements for the Award of the degree "Licencié en Pédagogie Appliquée, Agrégé de l'Enseignement secondaire en Anglais
RÉSUME,
This study aims at assessing whether functional writing skils are actually being taught or not at secondary school mainly in the Bujumbura city and the reasons underlying pupils’ failure to acquire these skills are required. The study focuses on the teaching process as it occurs in secondary schools in Burundi, establishes how writing skills are taught, and patterns to assess the relevance of the skills to pupils’ practical needs, particularly those of the second Modern Arts. Three hypotheses are advanced such as
1. Functional writing skills are not adequately taught in secondary schools.
2. The writing skills taught do not significantly reflet pupils’ writing needs.
3. The pupils’ results in the writing lessons influence the teacher’s selection of the writing skill to be taught. The study lies on methodological techniques where instruments such as questionnaires to learners and teachers, classroom observation and a writing composition test to learners were used to collect the necessary data in the second Modern Arts of some schools in Bujumbura Municipality. The results proved that teachers stress on language structures described in the textbooks than practical language skills. In this way, the pupils’ needs in the writing skills are not satisfied. This is shown by the teacher’s evaluation to learners after the writing skills lessons which portrayed poor results. Findings from the research have then confirmed this focus of teachers on the structural elements in teaching writing skills than practical ones. The outcome of this problem is that learners do not happen to contextualize their knowledge when writing skill calls upon.
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