A thesis submetted in partial fulfilment of the requirements for the award of the degree "Licencié en Pédagogie Appliquée, Agrégée de l'enseignement Secondaire en Anglais"

Résumé,

This study sets out to assess the Teaching and Learning of the Listening Comprehension skill in Burundi Basic Schools in general and in fifth form in particular. The study is structured around three research hypotheses : the listening comprehension is hardly taught in Burundi Basic Schools, teachers have a negative attitude towards the listening comprehension and learners are not motivated in the listening comprehension.

The study was conducted in Gitega Province in Buraza Commune where five schools were selected. Fifth form teachers and learners were investigated ; five teachers and twenty five learners. Teachers' and learners' questionnaire and a classroom observation were used to gather information. Through this study, it was found out that the Listening Comprehension Skill is not well developed in some Buraza Basic Schools due the lack of listening teaching materials and due to the fact that the listening comprehension skill does not appear as an independent lesson in both teachers guide and learners' book.
The researcher also concluded that teachers are not creative to develop the listening comprehension ; learners are motivated in English in general. Teachers of English should bear in their mind that they have to help their learners to become good listeners to develop their communicative skill. Therefore, they should be as creative as possible to assign their learners tasks tasks in connection with the listening skill. In that perspective, course designers should think of appropriate and adapted teaching materials that contain relevant listening activities.