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This paper assesses general foreign language proficiency acquired in higher education and maps it onto the communicative skills needed in international professional contexts. More specifically, the paper explores the overall proficiency of students who have English as their major at the University of Burundi. As a semi-longitudinal study, it also identifies the order in which English language skills and components are mastered. Furthermore, this study examines how these students view the linguistic challenges for Burundi's integration into the East African Community and defines students' potential role in meeting these challenges. The data were collected by administering a proficiency measure, the Test of English as a Foreign Language (TOEFL) and a questionnaire to students in all four years of the English programme. The results indicated that (i) their proficiency was appreciably low, with most graduating students at the intermediate level; (ii) the skills/components were mastered in the order of grammar, reading comprehension and vocabulary, and finally, listening; and (iii) English majors were well aware of both the linguistic challenges to be met as well as their role in the country's regional integration into the East African Community. Based on these findings (which are underscored by the lecturers), the study discusses suggestions for redefining teaching/learning objectives and outcomes in the hope of enhancing graduates' general language proficiency and the professional roles of future generations of English majors. |
