MY BOOK OF ENGLISH MIDDLE SCHOOL
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The Higher Education system in Algeria National Report
In 1962 Algeria had only three higher education establishments (Algiers
Curriculum of English for Middle School Education
Rewriting the curriculum for teaching - learning English in Algeria The four years of the middle school are important foundation years for the ...
The Evolution of the English Language Textbooks in Postcolonial
Algerian learners. The post independence period is characterized by The Evolution of the English Language Textbooks in Postcolonial Algeria... 4.
The Notion of Learner Autonomy in the Algerian EFL Classrooms
Table 2.1 English Textbooks in Algeria From 1968 to 2003. (Hayane 1989) existence of learner autonomy in fourth year EFL classrooms at Guettaf Mansour.
Peop Ministry of Departm IMPROVING STUDEN CASE STUDY
Table 41Doing Homework Improves Writing Essay Assignments in English In recent years the Algerian educational system has accorded greater priority.
EXPLORING WRITING IN AN ACADEMIC CONTEXT: THE CASE OF
Before attending university English writing is taught implicitly in the. Algerian schools for at least seven years (four years in the middle school and.
An Evaluation of the Algerian Middle School English Syllabuses and
The present study attempts to evaluate the Algerian middle school. English syllabi and the four textbooks that are designed to achieve the year pupils).
Is the Algerian Educational System Weakening? An Investigation of
Both populations were first year students at the English. Department (University of Constantine) and received the same treatment: a sociological questionnaire
Some Notes on the CBLT in Algeria
more appropriate English Language teaching and learning in Algeria. Introduction English 3rd year English
Ministry of Higher Education and Research , Constantine Faculty of Letters and Languages Department of English An Evaluation of the Algerian Middle School English Syllabuses and Textbooks Thesis submitted to the in candidacy for the Degree of Doctorat Es-sciences in Applied Linguistics Candidate: Faiza Bader Supervisor: Prof. Hacène Hamada Board of Examiners Chairwoman: Prof. Farida Abderrahim Mentouri University (Constantine1) Supervisor: Prof. Hacène Hamada Ecole Normale Supérieure (Constantine) Member: Prof. Said Keskes University of Med Debaghine (Setif 2) Member: Prof. Riad Belouahem Mentouri University (Constantine1) Member: Prof. Youcef Beghoul Mentouri University (Constantine1) Member: Dr. Charif Benboulaid University of Batna 2 2017
N° order: 55/DS/2018N° serie :02/Ang/2018
IDedication
To my father who did not live long to see this work.To my mother.
To my husband Zoheir and my children Firas and Yara for their support and patience.To my brothers and sisters.
To my so dear and special friend Hakima.
To Wafa, to Radia and Ahlem for believing in me.
To all those who lent a helping hand I dedicate this humble work. IIAcknowledgements
My greatest gratitude goes first to my supervisor Prof. Hacène Hamada whose diligent supervision and constant encouragement allowed the concretization of this work. Sincere thanks are extended to the board of examiners: Professor Farida Abderrahim, Professor Said Keskes, Professor Riad Belouahem, Professor Youcef Beghoul, and Doctor Charif Benboulaid for having kindly accepted to read this thesis. I am also grateful to all the middle school teachers and pupils for their cooperation and comprehension. IIIAbstract
Syllabus design and textbook selection are important acts, and their evaluation even more of an important concern. The present study attempts to evaluate the Algerian middle school English syllabi and the four textbooks that are designed to achieve the course objectives.The research strives to discover whether
needs or not, since the selection principles of any educational system need to be based on correspondence between the objectives and the syllabi, the syllabi and the textbooks is also sought after, before ultimately deciding whether or not the four textbooks, under study, consolidate one another or not. It is hypothesized in this study that, into account, second, there is a correlation between the aims and the syllabi, and the syllabi and the textbooks, third, the Algerian middle school English textbooks consolidate one another. Therefore and so as to achieve our goal quantitative and qualitative data were obtained throughout a constructed checklist and two questionnaires delivered to both teachers and learners. The self-constructed checklist was based on ten recognized checklists and sought the determination of the weaknesses and strengths of the four middle school textbooks of English against certain set criteria. The two questionnaires targeted the textbooks of English; both questionnaires were administered in Constantine. The research findings revealed that the used textbooks consolidate one another but do not live up to the needs of learners and expectations of teachers. A thorough needs analysis is then mainly recommended as a pre- requisite that can guarantee a sound syllabus design and an Key Words: Education, evaluation, syllabus, textbooks. IVList of Abbreviations
AM: Année Moyenne
BEM: Brevet de Moyen
CBA: Competency-based Approach
CBE: Competency-based Education
CBI: Competency-based Instruction
CIPP: Context, Input, Process, Product
CLT: Communicative Language Teaching
CNDP: Centre National de la Documentation PédagogiqueGénéralisé
CNP: Communicative Needs Processor
EFL: English as a Foreign Language
EGP: English for General Purposes
ELT: English Language Teaching
ENSC: Ecole Normale Supérieure, Constantine
ESL: English as a Second Language
ESP: English for Specific Purposes
INRE: Institut National de la Recherche en EducationIPN: Institut Pédagogique National
VKASA: Knowledge, Awareness, Skills, Attitude
MNE: Ministry of National Education
NA: Needs Analysis
ONPS: Office National des Publications Scolaires
OTM: On the Move
PDP: Pre-During-Post
PPP: Presentation-Practice-Production
SLA: Second Language Acquisition
SOE1: Spotlight on English Book 1
SOE2: Spotlight on English Book 2
SOE3: Spotlight on English Book 3
TBI: Task-based Instruction
TBLT: Task-based Language Teaching
UFE: Utilization-Focused Instruction
VIList of Figures
Figure 2.1: Materials Development and Framework (Mc Donough and Shaw 1993)........65 VIIList of Graphs
Graph 5 1: Number of Middle School Pupils...................................................................202
Graph 5.2: Attitudes towards English (1st year pupils)....................................................205
Graph 5.3: Attitudes towards English (2nd year pupils)...................................................206
Graph 5.4: Attitudes towards English (3rd year pupils)....................................................207
Graph 5.5: Attitudes towards English (4th year pupils)....................................................208
Graph 5.6: Favourite Topics (1st year pupils)...................................................................210
Graph 5.7: Favourite Topics (2nd year pupils)..................................................................211
Graph 5.8: Favourite Topics (3rd year pupils)..................................................................212
Graph 5.9: Favourite Topics (4th year pupils)..................................................................213
Graph 5.10: Favourite Language Areas (1st year pupils).................................................214
Graph 5.11: Favourite Language Areas (2nd year pupils)................................................215
Graph 5.12: Favourite Language Areas (3rd year pupils)................................................215
Graph 5.13: Favourite Language Areas (4th year pupils)................................................216
Graph 5.14: Preferred Skills (1st year pupils)..................................................................218
Graph 5.15: Preferred Skills (2nd year pupils).................................................................218
Graph 5.16: Preferred Skills (3rd year pupils)..................................................................219
Graph 5.17: Preferred Skills (4th year pupils)..................................................................219
Graph 5.18: Preferred Learning Style (1st year pupils)....................................................221
VIIIGraph 5.19: Preferred Learning Style (2nd year pupils)...............................................221
Graph 5.20: Preferred Learning Style (3rd year pupils)................................................222
Graph 5.21: Preferred Learning Style (4th year pupils)................................................222
Graph 5.22: Preferred Learning Strategies (1st year pupils).........................................223
Graph 5.23: Preferred Learning Strategies (2nd year pupils)........................................224
Graph 5.24: Preferred Learning Strategies (3rd year pupils)........................................224
Graph 5.25: Preferred Learning Strategies (4th year pupils)........................................225
Graph 5.26: Lacks (1st year pupils)..............................................................226 Graph 5.27: Lacks (2nd year pupils).............................................................227 Graph 5.28: Lacks (3rd year pupils)............................................................227 Graph 5.29: Lacks (4th year pupils).............................................................228 IXList of Tables
Table 1.1: Language Syllabuses: Type A and B................................................27 Table 1.2: Features of Forward, Central and Backward Design.......................30 Table 1.3: Types of Task-based Syllabus..........................................................42 Table 6.1: ........................................................................234 Table 6.2: .............................................................................234 Table 6.3: .......................................................................235 Table 6.4: ..................................................................235 Table 6.5: .............................................................236Table 6.6: Syllabus Aims..................................................................................236
Table 6.7: ..............................................................237 Table 6.8: Complementarity of Textbooks.......................................................239 Table 6.9: ...........................................................................240 Table 6.10: SOE1 Unattractive Aspects...........................................................240 Table 6.11: SOE2 Unattractive Aspects...........................................................241 Table 6.12: SOE3 Unattractive Aspects...........................................................241 Table 6.13: OTM Unattractive Aspects............................................................241 Table 6.14: Objectives and Aims Correspondence...........................................242 Table 6.15: Textbooks Compliance with the CBA...........................................243 XTable 6.16: Textbooks Topics............................................................................244
Table 6.17: .........................................244 Table 6.18: Contextualization of Grammar.......................................................245Table 6.19: Grammatical Grading.....................................................................246
Table 6.20: Grammar and Meaningful Communication....................................246Table 6.21: Vocabulary Load............................................................................247
Table 6.22: Vocabulary Contextualization........................................................248 Table 6.23: Vocabulary Strategies in Textbooks...............................................248 Table 6.24: Structure and Vocabulary Recycling..............................................249Table 6.25: Skills Distribution...........................................................................249
Table 6.26: Audio Materials in Textbooks.........................................................250 Table 6.27: Speaking Materials in Textbooks....................................................250 Table 6.28: Reading Strategies in Textbooks.....................................................251 Table 6.29: Writing Strategies in Textbooks......................................................251 Table 6.30: Practice and Objectives Correspondence........................................252Table 6.31: Practice Type...................................................................................253
Table 6.32: Practice and Interaction...................................................................253
Table 6.33: Practice and Autonomous Learning................................................254Table 6.34: Project work Importance.................................................................254
XI Table 6.35: Project work Relevance to Real-life Tasks......................................255Table 6.36: Assignment of Project work...........................................................255
Table 6.37: Culture in Textbooks.......................................................................256
Table 6.38: Suitability of cultural Aspects in Textbooks...................................256Table 6.39: SOE1 Projects.................................................................................265
Table 6.40: SOE2 Projects.................................................................................266
Table 6.41: SOE3 Projects.................................................................................266
Table 6.42: OTM Projects..................................................................................266
XIITable of Contents
Dedication I
Acknowledgement II
Abstract III
List of Abbreviations IV
List of Figures VI
List of Graphs VII
List of Tables IX
General Introduction
1. Background of the Study....................................................................................1
2. Statement of the problem....................................................................................1
3. Aims of the Study...............................................................................................2
4. Research Questions.............................................................................................3
5. Hypotheses..........................................................................................................3
6. Research Methodology.......................................................................................4
7. Structure of the Thesis........................................................................................5
8. Limitations of the Study.....................................................................................7
CHAPTER ONE: Syllabus Design
1.1.Definitions of Curriculum........................................................................................8
1.2. Definitions of Syllabus...........................................................................................10
1.3. Syllabus Design......................................................................................................11
XIII1.4. Schools of Syllabus Design...............................................................................11
1.4.1. Lancaster School.......................................................................................11
1.4.2. London School...........................................................................................12
1.4.3. Toronto School..........................................................................................13
1.4.4. Yalden Formulation..................................................................................13
1.5. Syllabus Design Framework.............................................................................14
1.5.1. Needs Analysis............................................................................................15
1.5.1.1. Definition of Needs........................................................................18
1.5.1.2. Classification of Needs...................................................................18
1.5.2. Situational Analysis.......................................................................................20
1.5.3. Aims/ Goals/ Objectives................................................................................21
1.6. Approaches to Syllabus Design........................................................................25
1.6.1. Synthetic /Analytic Syllabuses................................................................25
1.6.2. Product / Process Syllabuses...................................................................26
1.6.3. Type A /Type B Syllabuses.....................................................................27
1.6.4. Forward /Central / Bac.............28
1.7. Types of Syllabuses..........................................................................................30
1.7.1. Product or content-.......31
1.7.1.1. Grammatical Syllabus....31
1.7.1.2. Situatio...33
1.7.1.3. Functional quotesdbs_dbs47.pdfusesText_47
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