[PDF] Teaching EFL Grammar in the Algerian Secondary School

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Teaching EFL Grammar in the Algerian Secondary School

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Democratic and Popular Republic of Algeria

Ministry of Higher Education and Scientific Research

University of Abou Baker Belkaid- Tlemcen

Faculty of Literature and Languages

Foreign Languages Department

English Section

A Thesis submitted to the Department of Foreign Languages in practical fulfillment of the requirement for the degree of Magister in T.E.F.L and Applied Linguistics Presented by Supervised by Mrs. SENOUSSI Nadjet Prof. BENMOUSSAT Ismail

Board of Examiners

Dr. Hamzaoui Hafida (President) (MC .University of Tlemcen)

Prof. Benmoussat Ismail (Supervisor) (MC .University of Tlemcen)

Dr. Bedjaoui Fouzia (External Examiner) (MC .University of Sidi Belabbes)

Dr. Baiche Ali (Internal Examiner) (MC .University of Tlemcen) Dr. Hadjoui Ghouti (Internal Examiner) (MC .University of Tlemcen)

Academic Year: 2011-2012

Teaching EFL Grammar

in the Algerian Secondary School ( The Case of 3AS Classes )

I dedicate this work to my dear parents,

my brother Mohamed, my sisters, and to my friend Hadia

Acknowledgements

My heartfelt thanks go to Dr. Benmoussat who

honoured me with his supervision of this study. Equally, I would also like to express my gratitude to Dr. Hamzaoui, Dr. Bedjaoui , Dr. Hadjoui and Dr. Baiche the honourable readers. Moreover, I owe a great deal to Dr.Mouhadjeur for his kind cooperation in this study, especially in research methodology. I am also thankful to Dr. Benyeless who spared no effort in encouraging me to conduct this research work. My special thanks go to Mr Benziane for his help, kindness and continuous encouragement. Although to thank those who helped me during the work adequately is impossible, I cannot leave a few others unmentioned. My special thanks go to my Magister mates, Mr. Semoud, Mr. Basou, Miss. Abdat, and Miss. Djebbari, for their kind assistance and encouragement. Also, I gratefully acknowledge Dr. Benmoussat (my supervisor) and Dr Dendane for letting me conduct this research work. I am also deeply grateful to the library staff at the Department of Foreign Languages for providing me with invaluable sources to complete this study I

Abstract

This study attempts to investigate the current grammar teaching in the Algerian secondary school. However, the research is specifically motivated by our concern about the fact that our learners are taught grammar, but even if they can apply the rules to their daily tasks . Many teachers are thus, familiar with the phenomenon of learners who get full marks on tests as well as on most of the grammar tasks of a particular grammatical structure, but unfortunately, fail to use the same structure appropriately during another part of the lesson or in another context. Thus, the present investigation aims at shedding lig their knowledge of grammar to communicate effectively. Phrased as a question: why are 3AS learners unable to activate their knowledge of grammatical rules in communicative structures? The study was conducted at Benmeameur Ahmed Secondary School in Sebdou, with the participation of 60 3AS LPh learners from the same school and 30 English teachers from all over the willaya of Tlemcen. To fulfil the purpose of the study, 60 questionnaires were administered to the learners chosen to conduct this investigation to gain insights about their attitudes towards

their learning situation in general, their motivation, their sources of grammar learning difficulties

and mainly their awareness about using different learning strategies. Similarly, a 21-item

questionnaire was given to the teachers in question to probe information regarding grammar teaching and perspectives of behaviour on the learning situation. Because triangulation seemed to be the most convenient research method for this study, the two questionnaires were coupled with a classroom based observation to provide a thorough diagnosis of the problematic leading the present investigation. The analysis of the quantitative data highlighted a range of factors that have directly or indirectly affected the natural occurrence of efficient grammar learning. In fact, contributed to aggravate the situation under investigation. Another significant finding is that such factors have prevented learners from becoming active users of learning strategies, namely cognitive, metacognitive and compensation strategies which have proved to be vital to help them to internalize their grammatical knowledge and use it to achieve some real world communicative purposes. The statistical analysis also revealed that metalinguistic terminology has its share of

responsibility, since many learners reported their inability to remember the range of terms

introduced after a grammar lesson. Finally, it was concluded that the already mentioned factors, in addition to the lack of practice inside and outside the classroom setting have minimized knowledge II

Table of Contents

..................I ..............II ............III ................VI

Key to Abbreviations and Acronyms..........................................................................................VII

General Introduction.......................................................................................................................1

Chapter One: Review of Literature.........................................................................4

1.2.Defining Grammar....................................................................................................................5

1.3. Attitudes to Grammar Teaching in English Language Learning..............................................7

1.4. Possessing a knowledge about Grammar of a Language..........................................................9

1.4.1. Grammatical Knowledge..............................................................................................9

1.4.2. Grammatical Ability.....................................................................................................9

1.4.3. Metalinguistic Knowledge..........................................................................................10

1.5. Pedagogical Grammar............................................................................................................11

1.6. Presenting and Explaining Grammar in the Classroom.................................................................12

1.6.1. Teaching and Presenting Grammar as Rules..............................................................13

1.6.2. Teaching and Presenting Grammar as Form...............................................................13

1.6.3. Teaching and Presenting Grammar as a Meaning Resource......................................14

1.7. Approaches to Teaching Grammar in the Classroom............................................................14

1.7.1.Deductive Approach....................................................................................................14

1.7.2. Inductive Approach....................................................................................................15

1.8. Instructional Techniques in Teaching Grammar ...................................................................16

1.8.1.Form-Based Techniques..............................................................................................17

1.8.2. Input Based Techniques............................................................................................18

1.8.3. FeedbackBased Techniques......................................................................................18

1.8.4.Practice-based techniques............................................................................................19

1.9. Learning Strategies.................................................................................................................20

1.9.1. Definition of Learning Strategies...............................................................................20

1.9.1.1. Grammar Learning Strategies........................................................................20

1.9.1.1.1. Cognitive Strategies....................................................................................21

1.9.1.1.2. Compensation Strategies.............................................................................21

1.9.1.1.3. Metacognitive Strategies.............................................................................21

1.9.1.1.4. Social /Affective Strategies........................................................................21

Notes to Chapter One....................................................................................................................23

III Chapter Two: Description of the Teaching/ Learning Situation............................24

2.1. Introduction............................................................................................................................25

2.2. English in the Curriculum......................................................................................................25

2.2.1. EFL at the Secondary School.......................................................................................26

2.2.2. The Approach: The Competency-Based Approach (CBA)..........................................30

2.2.2.1. The Pedagogical Objectives of the CBA Approach ..............................................31

2.2.2.2. Facts about the Introduction of the CBA in the Algerian Secondary School.........31

2.3. Description of the Teaching/ Learning Situation............................................................32

2.3.1. School.........................................................................................................................33

2.3.2. Time Load..................................................................................................................34

2.3.3. Teaching Materials.....................................................................................................35

2.3.3.1. The Textbook...........................................................................................................35

2.3.3.1. 1. New Prospects Design..................................................................................40

2.3.3.1.2. Grammar in New Prospects...........................................................................40

2.3.4 Profile.......................................................................................................42

2.3.5. Teaching Conditions............................................................................................................43

2.4. Data Collection Methods........................................................................................................45

2.4.1. Research Instruments and Research Design...............................................................46

2.4.1.1. The questionnaires Description.....................................................................49

2.4.1.

2.4.1.2. Classroom Observation.........................................................................52

2.5. Conclusion.............................................................................................................................54

Notes to Chapter Two...................................................................................................................55

Chapter Three: Data Analysis and Interpretation......................................................56

3.1. Introduction...........................................................................................................................57

3.2. Analysis of the Questionnaires.............................................................................................57

3.2.1.1. Interpretation of Results ...quotesdbs_dbs7.pdfusesText_13