An Evaluative Study of Communicative Competence in Conversational English among English Language Learners in the Literary Option: The Case of Rusizi and Nyamasheke Districts

ACKNOWLEDGEMENTS

The completion of this work is not the result of my own effort only. It is also a result of the devotion of some other people to whom I address these acknowledgements. Many members of academic faculties and staff at NUR have given valuable assistance in the completion of this dissertation that it is regrettably impossible to express my gratitude to all of them individually. I would like to mention, in particular, my supervisor Emmanuel BATUNGWANAYO for his invaluable criticisms and advice which greatly contributed to bringing this paper to its present shape. In addition, I would like to thank all the teachers who gave me knowledge and made me what I am now.

My gratitude is also due to my parents, brothers, sisters and other family members who supported me morally and financially all along my studies. They did all they could for the sake of my welfare. God will reward them for that. I would like also to express my gratitude to the respondents whose contribution and help were invaluable to the completion of this work.

Moreover, I am very grateful to my classmates, especially Philothère NTAWIHA, Vénuste NGENDAHIMANA, Innocent NSEKEYUKUNZE and John NSENGUMUREMYI, for their moral and intellectual assistance. Last but far from least, my heartfelt thanks go to VUMILIA choir for their particular spiritual support during my academic life.

Many people contributed much to my studies and completion of this work; however, it is not possible to acknowledge each of them by name. May God remember their good deeds and bless them forever.

May God bless all of you!

Valens NGABOYERA

ABBREVIATIONS AND ACRONYMS

CALL: Computer Assisted Language Learning

CD: Compact Disc

E.L.: English Language

ELT: English Language Teaching

E.S.: Ecole Secondaire

ESL: English as a Second Language

F: Frequency

G.S.: Groupe Scolaire

LAD: Language Acquisition Device

N : Number of respondents

NCS: National Census Service

NCDC: National Curriculum Development Centre

NEC: National Examination Council

RPF: Rwandan Patriotic Front

SPSS: Statistical Package for Social Sciences

LIST OF TABLES

Table 1: Schools used in the research 34

Table 2: The number of students and teachers of English who make the population 34

Table 3: The number of students who make the population according to their classes 35

Table 4: The sample of the study 36

Table 5: Students' interest in using E.L. in real-life communication 41

Table 6: Students' feeling when speaking English out of the classroom setting 42

Table 7: Students' choice between accuracy and fluency 43

Table 8: Availability of audio-visual equipment in schools 44

Table 9: The E.L. teachers' use of audio-visual equipment in teaching 45

Table 10: The importance of using audio-visual equipment in E.L. teaching and learning 46

Table 11: The views of students about their teachers' emphasis on some of the four skills 47

Table 12: The views of teachers about their emphasis on some of the four skills 48

Table 13: The frequency at which oral skills are taught 49

Table 14: Emphasis on either speaking or listening in E.L. teaching and learning 50

Table 15: Factors influencing teachers' choice of language skills to emphasise 50

Table 16: The mean of students' marks from the test 52

Table 17: The mean of female and male students' marks 52

Table 18: The mean of students' marks according to their residence area 53

Table 19: The mean of students' marks according to their families' literacy 54

LIST OF FIGURES

Figure 1: Gamble and Gamble's model of communication process 13

Figure 2: Essential processes in learning to communicate 21

Figure 3: The scale of listening levels-energy 28

LIST OF APPENDICES

APPENDIX I: Recommendation letter

APPENDIX II: Questionnaire for students

APPENDIX III: Questionnaire for English Teachers

APPENDIX IV: Test for students

APPENDIX V: Correct answers of the test for students