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Le dépôt numérique grenier du savoir du Burundi est une collection de documents scientifiques produits par les chercheurs de l'Université du Burundi, y compris des mémoires, des thèses, des revues, des articles, des rapports techniques, etc. Il s'agit du dépôt institutionnel officiel de l'Université du Burundi
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The impact of environment on students' proficiency in english as a foreign language : case of some schools in Mukike Commune, 5th form
(UB, FLSH, 2017-07) Ngiye, Pascal; Sous la direction du : Pr. Hermenegilde Rwantabagu
The purpose of this study was to investigate on the relationships between the environment and students' proficiency in English. It sought to know the impact of mother tongue or first language on the target language. It also shows whether or not the language spoken in the environment hampers the effective use of The English language. This study was carried out with 156 respondents that is 150 students and 6 teachers in selected secondary schools in
Mukike commune.
The study is based on three research questions. The :first research question investigates the extent to which the environment contributes to students' performance in English.
The second question explores the extent to which the language spoken in the environment of students have an impact on their performance in English. The last research question examines if Kirundi and French have a negative impact on learning of English. Thus, to collect data, to instruments were used, that is classroom observation, teachers' questionnaire and learner's questionnaire. The questionnaires were distributed to the 5th form level teachers in some selected schools in Mukike Commune. The fmdings showed that the environment hampers the students' performance in English. Since it has been proven that a poor learn in environment militates against satisfactory learning achievement.
As solution, some recommendations were formulated to all education partners in order to improve learner's performance in English. Moreover, there is a suggestion that other researchers should carry out the basis further research in order to explore the problem in the other parts of the country.
The necessity of teaching phonetics and phonology from fourth form in Burundi secondary schools : case study of some selected secondary schools in Muramvya commune
(UB, FLSH, 2017-02) Ngendakuriyo, Jean; Sous la direction : Mr Julius Ayancho
This study entitled "The Necessity of Teaching Phonetics and Phonology from Fourth Fonn in Burundi Secondary Schools: Case Study of some Selected Secondary Schools in Muramvya Commune" mainly attempted to contribute to the teaching of Phonetics and Phonology in Burundi Secondary Schools from fOUlih fonn. The study aimed at showing to the Ministry of Education the necessity of teaching the course of Phonetics and Phonology in Burundi Secondary Schools and sensitizing teachers of English about the problems encountered by learners who are not taught Phonetics and Phonology and also highlighting the importance of knowing the phonetic transcriptions for everyone who wants to study English.
Questionnaires administered to teachers and pupils on one hancL and the classroom observation on the other hand were used to collect the data for this study. Through this research, it was found out that there is no course of Phonetics and Phonology in Burundi Secondary Schools though it is necessary on one hand. On the other hancL it was found that the teaching of the course of Phonetics and Phonology in Burundi Secondary Schools would be the starting point of improving the teaching or learning ofthe English language.
A comparative study of collocational competence between learners of english as a foreign language and learners of english as a second language
(UB, FLSH, 2017-10) Ngendakumana, Emmanuel Pierre; Sous la direction de : Dr. Deogratias Nizonkiza; Co-supervisor: Dr. Ildephonse Horicubonye
The present study compares the collocational competence between EFL and ESL students majoring in English. Different researchers claimed that collocations pose a major problem for both EFL and ESL groups of learners. Participants, English majors from the Department of English Language and Literature at the University of Burundi and South African English majors who were taking English as a course at the North-West University, were administered the same collocation test. The test consisted of 30 collocations from the Academic Word List.
The results of the test showed that both EFL and ESL learners of English performed poorly on collocations from Coxhead's (2000) Academic Word List and confirmed the statement by Nesselhauf ( 2005) and Laufer and Waldman (2011 ) that collocations still cause difficulties to L2 students even at advanced levels.
The contribution of this study is that it shows the problematic nature of oollocations among EFL and ESL learners of English by comparing the two groups of learners whose English is not their first language and whose linguistic background is not the same.
This study also proposes what should be done for a successful te~ching and learning of collocations by EFL and ESL teachers and learners of English, including the teaching of collocations in the two countries through Nizonkiza'sCollocation Web Model (CWM) as it proved to be effective.
Evaluation of factors inhibiting the english oral performance in Burundi : case of third form arts of some selected secondary schools in Mwaro province
(UB, FLSH, 2016-06) Ngabire, Fridolin; Sous la direction du : Dr Horicubonye lldephonse
English language has gained a considerable linguistic power in the framework of languages competition all over the world. It is obviously seen that English is given an imp0l1ant place in Burundian educational system since it is taught from primary school to university. However, the English language teaching or learning process in secondary schools is characterized by poor performance in that language especially in its oral form. The main interest in the present study is to assess the factors that inhibiting the pupils 'oral performance of English in yct form Arts of some selected secondary schools in Mwaro Province. This study was guided by three questions that were answered along my research:
- Is spoken English given enough time in classroom activities?
- Do students speak fluently English language?
- What are the factors that influence the learners' speaking performance?
To find answers to those questions, a number of pupils and teachers are asked and also classroom observation is taken into account. The pupils and teachers 'answers made me to conclude that, apart from the time allotted to the speaking which is not sufficient, there are other factors that inhibit the third form Arts pupils 'oral performance in Mwaro Province such as parents'socio-economic background, lack of materials, attitude towards English language, environment. This work is ended by formulating some recommendations.
Factors that affect Burundi students' use of english word stress : a case study of the junior and senior level students of the departement of english language and literature at the University of Burundi
(UB, FLSH, 2014-07) Ngabirano, Pierre; Sous la direction du : Mr. Julius Sub Ayancho
This work sought to study the way Burundi students use stress of English. The study paid attention to the factors which induce students to certain misuse of the
aspect of stress patterns. This study sought to find out the impact of three elements. First, the study examined the impact of language interference on the use of English word stress. Second, it investigated the impact of the complex nature of stress rules on the students' attitudes towards learning stress patterns.
At last, the study evaluated the impact of students' poor reading of materials related to stress patterns. After the analysis of data collected with the first instrument, we found out that a number of words were uttered with wrong stress because of the influence of either French accents or Kirundi. In addition, we
found out that other words were mispronounced with stress placed on wrong syllables as a result of generalization of rules governing the stress patterns. In the analysis of data from both the students' and lecturers' questionnaires, we found out that English stress is an aspect that causes trouble to students but attracts less of their attention. The reason is that, the patterns of stress are a difficult aspect of the English language. As a matter of fact, very few students are interested in the reading of books related to this aspect of the English language in particular and linguistics in general. In the light of our findings, a number of recommendations were formulated.