A thesis submited in partial fulfilment of the requirements for the Award of the degree" Licencié en Pédagogie Appliquée, Agrégé de l'enseignement secondaire en Anglais".

Résumé,

This study explored the teaching and learning of English Vocabulary in the post-basic schools. This work tested a number of hypotheses that were formulated.

The stated hypotheses were the following : (1) the teachers do not use appropriate approaches while teaching English vocabulary, (2) the learners' motivation is not relevant to their level while learning vocabulary and (3) teaching-learning materials used when teaching and learning vocabulary are not sufficient.

In order to find answers to the stated hypotheses, the researcher decided to carry out a research on different approaches used to teach and learn the English vocabulary in the first year classes languages section.
thus, the study was carried out in Giheta commune in all schools which have post-basic schools first year classes languages section.
From all those schools 6 teachers and 28 learners were chosen randomly.
The teacher's questionnaire and learners' questionnaire were administered and classroom observation was also conducted in order to prove the reality on the field.
Teachers and learners responded to the research questionnaire. In the light of the research finding, the researcher found out that the English vocabulary is not developed among learners because of inappropriate approaches used by teachers while teaching vocabulary, and the lack of the the teaching-learning materials relevant to the teaching vocabulary.
Teachers do not guide learners choosing vocabulary items to be taught and do not assign vocabulary activities to the learners.
The study revealed that the teaching vocabulary habit is not developed among teachers of English and also learners are not aware of the good approaches they should use when learning vocabulary.