INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy sutxnitted. Thus, some thesis arxt dissertation copies are in typevvriter face, wfiile others may t>e from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, arxi improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will t>e noted. Also, if unauthorized copyright material had to b e removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, t>eginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have t)een reproduced xerographically in this copy. Higtier quality 6* x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 UMI’ A DESCRIPTIVE STUDY OF THE FIRST CYCLE ENGLISH TEST (FCET) FOR BURKINA FASO SECONDARY SCHOOLS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Joachim Zabramba. M.A. ***** The Ohio State University 2000 Dissertation Committee: Approved by Professor Charles R. Hancock. Adviser Professor Keiko K. Samimv Professor Shellev D. Wong Adviser College of Education UMI Number 9971671 UMI UMI Microform9971671 Copyright 2000 by Bell & Howell Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Artwr, Ml 48106-1346 ABSTR.ACT This study investigated a testing system in Burkina Faso, used for students’ evaluation at the end of the first cycle of secondary schools. Most language theorists have emphasized the complexity of language learning. A very crucial component of this complex phenomenon is testing. In Burkina Faso, however, testing seems to be the concern neither of test designers, nor of testers. This study, therefore, purported to determine the extent to which this test, the First Cycle English Test (FCET). was appropriate for measuring students' knowledge of English after four years of language learning. Testing and teaching being generally accepted as two inseparable activities, it was necessary to look at the objectives of English teaching in Burkina Faso as publicly stated by the government. The second stage consisted in obtaining the view point of language practitioners. Teachers, as well as administrators, were interviewed, some of them members of the committee in charge of the FCET test selection. It was also indispensable to analyze samples of FCET tests in order to establish the extent to which their contents were consistent with the objectives of English teaching in Burkina Faso. The examination of these samples also sought to establish the extent to which the test was reliable and valid. In addition to the FCET samples, official texts regulating the teaching of English in Burkina Faso have been analyzed using qualitative methods. ii The findings from the study indicate that most teachers are not familiar with the official objectives regarding English teaching in Burkina Faso. Teachers, however, seem to have a clear idea of what the outcomes of their teaching should be. that is. provide students with the ability to communicate in English. Yet there seems to be discrepancies between the curriculum and the officially stated objectives. Furthermore, most teachers do not seem to take the stated objectiv es into account in their teaching because of problems relating to teaching materials, individual class size, teacher training, and pressure from school administrations. The findings also bring to light the lack of alignment between the curriculum and the First Cycle English Test (FCET). Most of the teachers find the FCET inadequate to assess students' knowledge of English. The FCET. however, seems to generate a very strong washback effect on both teachers and students. Recommendations were made by the participants for a better approach to English teaching in secondaiy schools. Finally, implications from the study were outlined, a model for English testing in the First Cycle was proposed, and recommendations for further studies were made bv the researcher. Ill Dedicated to my late father. Jean-Baptiste. my late brother, mba Benoit, my wife Lydie, and my children. Ismael. Estelle. Joël, and Nadine IV ACKNOWLEDGMENTS I wish to express my gratitude to my advisor. Dr. Charles Hancock, who patiently and efficiently supported this piece of work from the very beginning to the end. Each time discouragement threatened to imperil this undertaking, he was there to remind me of the challenge to answer. 1 also address my sincere thanks to the other members of my advisory committee: Dr. Keiko Samimy and Dr. Shelley Wong. Their contribution to the achievement of this work was invaluable. I owe a lot to other scholars at the Ohio State University, whose help and support made this work possible. I will name just a few: Dr. Mgbailey Pyle. Dr. Alamine Mazrui. Dr. John Arewa. Dr. Isaac Moore. Dr. Karl Racevski. Dr. Cora Miller. Let them be thanked. 1 also thank Mrs. Marsha Robinson Barber who so kindly offered to proofread my manuscript. I cannot forget all my friends at the Ohio State University who assisted me through one way or another: Akindjo Oniankpo. Ousmane Traoré. Nzwanga Mazembe. Ankou Golloh. Alidou Ousséina. Thank you very much. Finally. I would like to thank all the teachers and administrators in Burkina Faso, who voluntarily participated in this study. Thanks for your contribution. VITA March 16. 1946 ............................................ Bom. Guilongou/Ziniaré. Burkina Faso 1970 .............................................................. Licence. Dakar University (Sénégal) 1971-1988 ..................................................... Secondary school Teacher. (Burkina Faso) 1973-1974 ..................................................... Teacher training. Thurrock Technical College. Essex (England) 1985 .............................................................. Maîtrise d'Anglais. University of Ouagadougou (Burkina Faso) 1988-1994 ..................................................... Language assistant. University of Ouagadougou (Burkina Faso) 1991.............................................................. M.A. Applied Linguistics. Center for Applied Linguistics (CALS). University of Reading (England) 199 4................................................................ DUEL 11 Law. University of Ouagadougou (Burkina Faso) 199 5.............................................................. M A. Black Studies. College of Humanities. The Ohio State University 1995-Present.................................................. Graduate teaching associate. The Ohio State University VI FIELDS OF STUDY Major Field: Education Specialization: Foreign Language Education Minor Field: African-American and African Studies Vll TABLE OF CONTENTS Page Dedication .................................................................................................................................... iv Acknowledgments .......................................................................................................................v Vita................................................................................................................................................vi List of tables .................................................................................................................................xi List of figures ............................................................................................................................. xit Chapters: 1. Introduction ..............................................................................................................................1 1.1 Statement of the problem .......................................................................... 19 1.2 Significance of the study ...........................................................................21 1.3 Research questions .....................................................................................23 1.4 Definition of terms .....................................................................................24 1.5 Assumptions ............................................................................................... 28 2. Literature Review.................................................................................................................. 30 2.1 Introduction ................................................................................................ 30 2.2 Tests and language testing........................................................................30 2.3 Language Learning/Teaching ...................................................................31 2.3.1 Communicative competence theories ..................................... 34 2.3.2