[PDF] An Evaluation of the Algerian Middle School English

syllabi and the four textbooks that are designed to achieve the course objectives The research 



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MY BOOK OF ENGLISH MIDDLE SCHOOL

S DEMOCRATIC REPUBLIC OF ALGERIA ةينطولا ةيبترلا I do my homework — I respect my 4 The fourth The 4th 5 The fifth The 5th Name Year of birth Yacine 1998



An Evaluation of the Algerian Middle School English

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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

I

Dedication

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. II

Acknowledgements

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. III

Abstract

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. IV

List 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 Pédagogique

Généralisé

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 Education

IPN: Institut Pédagogique National

V

KASA: 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

VI

List of Figures

Figure 2.1: Materials Development and Framework (Mc Donough and Shaw 1993)........65 VII

List 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

VIII

Graph 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 IX

List 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: .............................................................236

Table 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 X

Table 6.16: Textbooks Topics............................................................................244

Table 6.17: .........................................244 Table 6.18: Contextualization of Grammar.......................................................245

Table 6.19: Grammatical Grading.....................................................................246

Table 6.20: Grammar and Meaningful Communication....................................246

Table 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..............................................249

Table 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........................................252

Table 6.31: Practice Type...................................................................................253

Table 6.32: Practice and Interaction...................................................................253

Table 6.33: Practice and Autonomous Learning................................................254

Table 6.34: Project work Importance.................................................................254

XI Table 6.35: Project work Relevance to Real-life Tasks......................................255

Table 6.36: Assignment of Project work...........................................................255

Table 6.37: Culture in Textbooks.......................................................................256

Table 6.38: Suitability of cultural Aspects in Textbooks...................................256

Table 6.39: SOE1 Projects.................................................................................265

Table 6.40: SOE2 Projects.................................................................................266

Table 6.41: SOE3 Projects.................................................................................266

Table 6.42: OTM Projects..................................................................................266

XII

Table 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

XIII

1.4. 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