A thesis submitted in partial fulfillment of the requirements for the Award of the Degree "Licence en pédagogie Appliquée, agrégé de l'Enseignement secondaire en anglais"

Résumé,

This work aims at assessing the teaching and learning of the writing skill in Burundi secondary schools in general and in second Form Arts section in particular. It is based on the premise that in large classes, pupils in secondary schools may have a negative attitude towards the teaching and learning of the writing skill and those methods and techniques used in teaching the writing skill do not allow the pupils to express themselves with fluency in writing activities.

Questionnaires and classroom observation were the instruments used to collect data from respondents in four schools in Bujumbura Municipality. The data were present in form of tables and percentages and were then analyzed and interpreted. It has been discovered that pupils at secondary school in large classes are not interested in English and thus become lazy and bored. Also, methods and techniques used by teachers of secondary school in large class do not allow the pupils to express themselves fluently in writing activities "Today's English, " classe de Seconde" does not suit the pupil's present and future needs. From these findings, recommendations were directed to different partners who are involved in the teaching / learning of English in general and of the writing skill in particular.