The influence of socio -cultural factors in english teaching and learning : case of second form arts in selected secondary schools of Ngozi province
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Date
2017-01
Journal Title
Journal ISSN
Volume Title
Publisher
UB, FLSH
Abstract
In Burundi, a large number of pupils can learn the English language only through the formai educational environment. This can be explained by the fact that Burundi is not an English speaking country and there is no opportunity to pick up the English language in everyday social life. AIso, the socio-cultural environment of Burundians shapes the way we communicate in the English
language as the cultural beliefs, the thoughts and attitudes together with the way of life determines someone's proficiency in any given non native language.
Therefore, this fact lacks no consequences on the English language teaching/ learning process since the quality of a teacherl learner can be influenced by hislher social and cultural settings. In this study, a number of factors are raised and reviewed on the influence of the society and culture in the process of
English language teaching and learning through two hypotheses, that is 1°) Socio-cultural factors influence the teaching Ilearning process of the English language, 2°) Learners from different socio-cultural backgrounds differ in language learning proficiency. With these hypotheses, the researcher discussed sorne of the factors that may influence the teaching Ilearning of the English
language. The collection of data was done with two questionnaires as research instruments, administered one to teachers and another to leamers of seven sampled schools of Ngozi Province and a total number of 160 pupils and 7 teachers were selected. The analysis of the data collected with the questionnaires was done question by question with frequencies and percentages. After the analysis, it was conc1uded that learners and teachers from different social and cultural milieu do not have the same facility and advantages in the English language learning/teaching. Consequently, the ways of enhancing their proficiency in English language differs in many ways, the more disadvantaged leamers/teachers being those whose environmental setting is the countryside and the day rural school learners since the latter do not have good linguistic environment and adequate instructional materials comparing to urban or boarding school ones. At the end of this study, a general conclusion and sorne recommendations were formulated by the researcher.
Description
A Thesis Submitted in Partial Fulfilment of the Requirements for the Award ofthe Degree "Licencié en Pédagogie Appliquée, Agrégé de l'Enseignement Secondaire en Anglais"