A Thesis submitted in partial fulfilment of the requirements for the award of the degree "Licence en Langue et Littérature Anglaises".

Résumé,

The present study explores the effectiveness of Nizonkiza's Collocation Web Model (CWM) while teaching collocations. Nizonkiza claimed that the model could be used while teaching both academic and general vocabulary, which this study aimed to assess. Participants, BAC2 and BAC3 English majors from the Department of English Lanquage and Literature (DELL) of the University of Burundi, were administered collocation tests in a pre-and post-experimental design.

They were presented with tests before and after being exposed to collocation-based syllabi through Nizonkiza's CWM with academic vocabulary selescted from the AWL and general vocabulary selexted from Nation's 2000 word-band. Their collocations were selected from the oxford Online Collocation Dictionary (2002). A sample of participants answered a questionnaire as well in ordrer to obtain their assessment of the model.

Results show that participants significantly performed better on post-tests than on pre-tests for both BAC2 and BAC3 and on both collocations of academic and general vocabulary. This implies that teaching collocations from academic and general vocabulary through Nizonkiza's CWM contributes towards improving collocational growth and therefore towards effectively teaching the language.

These resultas confirm Nizonkiza's (in preparation) findings, a study which is replicated here, and other earlier findings that raising students' awareness on collocations results in better mastering them (Barfied, 2009 ; Coxhead 2008; Ying & O'Neill, 2009). The contribution of this study is that it shows how to teach collocations of academic and general vocabulary and how to do so systematically. Moreover, as the results indicate, the CWM works for students from different learning levels. The students especially assessed the CWM as user-friendly and effective.