Hakizimana, EdisonSupervisor: Dr. Déogratias NizonkizaMT. Jean Claude Ndikumazambo2024-05-182024-05-182018-01https://repository.ub.edu.bi/handle/123456789/842A Thesis Submitted in Partial Fulfillment of the Requirements for the Award of the Degree "Licence en Langue et Littérature Anglaises"The present worle investigates measuring of receptive knowledge of vocabulary. It is dealt with following three aims. It firstly aimed at determining receptive knowlcdge of collocations of words from the Academic Word List (AWL) among the selected palticipants. Secondly, it aimed at examining the extent to which receptive collocational knowledge varies across cIass level, and lastly, identifYing the sub-lists of collocations they mas ter and the ones they do not. To be able to measure receptive knowledge of vocabulary among the selected participants, that is, among Bac2 and Bac3 students, a receptive collocation test, which was an adaptation of Nizonkiza's (2014) productive test was developed and administered to them. The results indicate that the academic collocational competence is very low among the participants. Moreover, the same findings show that receptive collocational knowledge does not vary or grow parallel to class level which contradicts Nizonkiza's (2014: 13) reporting other researchers sueh as (Gitsaki,1999; Bonk,2001; Eyckmans et a1.,2004; Boers et a1.,2006; Nizonkiza,2011b; 2012a) that vocabulary increases across cIass leve1. In the same line ofthought, the same results oppose (Nizonkiza2011a, Gyllstad, 2007; 2009) that knowledge of collocations depends upon class proficiency meaning that this knowledge increases from one level of leaming to the other. It has also been noticed through the same findings that the participants do not master collocations of the academic vocabulary in relation to frequency. This supports earlier findings (Nizonkiza 2010: 10; Havyarimana 2016) that revealcd that most tertiary levellearners do not master the academic vocabulary