Learners’ oral fluency problems in Burkina Faso: the rationale

In Burkina Faso and in other French speaking countries, English is taught as a subject in universities, high schools, and even in some private primary schools. Yet pupils have serious problems using the language of Shakespeare. This study aims at exploring the factors which prevent students in Burkina Faso (with a focus on pupils from Koudougou) from speaking English fluently. It is obvious that the linguistic profile of Burkina Faso is one important factor, but it cannot alone account for the pupils’ lack of fluency in English. Our investigation was carried out in six schools, involving 90 students of “Seconde A” and “Première A”, 10 teachers, and 5 supervisors as informants. Questionnaires, interviews with teachers and supervisors, observations in class and informal discussions with students were instruments used to investigate on the motivation of learners, their difficulties to express themselves in English, and the teaching practices of teachers. Findings of the study show that the motivation of learners is limited. Their fluency problem is confirmed and teaching practices do not develop fluency. Communicative activities are then necessary to boost learners’ fluency.