A thesis submitted in partial fulfilment of the requirements for the Award of the Degree "Licence en pédagogie Appliquée, Agrégé de l'enseignement secondaire en Anglais".

Résumé,

This study assessed the school location as a factor affecting the English learning process. The study was motivated by the fact that even though the English learning programme is the same in the whole country, the results might be different in rural and urban schools as far as the English learning outcome is concerned.

In view to assess location, the work had to answer to two research question about learning English and English teaching/learning materials.
This was concerned with a comparative in Kirundi province, in selected urban and rural schools. The data collected from classroom observation, teachers' and pupils' questionnaires in those two environments were put together, analysed in tables, interpreted and after compared. The findings revealed that situation in rural schools and urban ones is different due to the location of the schools.
In fact, schools located in urban environment are more equipped and staffed than those located in rural environment. In addition, urban environments are places frequented by different people speaking different languages among which English ; and urban pupils have opportunities to compare their English with foreigner's one and try to improve it. To find solution to this problem, it can be recommended that different partners in this process, namely teachers, heads of schools and students, the government and the parents would cnjugale their effort in order to develop a good attitude towards English learning and use.