Browsing by Author "Mazouz, Djamel"

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    Investigating algerian secondary Efl teachers’ awareness of the target language teaching under the framework of Cba
    (Oum El Bouaghi University, 2022) Mazouz, Djamel; Merrouche, Sarah
    Over the last two centuries, the place of culture in language teaching has been present in different approaches and methods to language teaching. However, few studies were conducted to examine the teaching of culture under the framework of the Competency-Based Approach (CBA). Certainly, since 2004, this approach has been implemented in the Algerian Educational System as a new interdisciplinary approach and medium of instruction and hence the textbooks of both levels, middle and secondary, were designed accordingly. Therefore, this study purports itself to investigate the role of CBA in upholding and fostering the teaching of culture in the Algerian context. In the light of this, a questionnaire was submitted to seventy secondary school EFL teachers at the district (Wilaya) of Oum El Bouaghi, Algeria. The obtained results disclose that there is a great awareness among EFL teachers of the significant role of culture in language teaching/learning. Nevertheless, the majority of them displayed a lack of what constitutes this role in terms of CBA classroom practices. Moreover, the amount of the target language culture is inadequately supplemented in the secondary school textbooks, notably through activities. Key words: The Competency-Based Approach, Interdisciplinary, Target language culture, Culture teaching, Language
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    Investigating algerian secondary efl teachers’ awareness of the target language teaching under the framework of Cba
    (University of Oum El Bouaghi, 2022) Mazouz, Djamel; Merrouche, Sarah
    Over the last two centuries, the place of culture in language teaching has been present in different approaches and methods to language teaching. However, few studies were conducted to examine the teaching of culture under the framework of the Competency-Based Approach (CBA). Certainly, since 2004, this approach has been implemented in the Algerian Educational System as a new interdisciplinary approach and medium of instruction and hence the textbooks of both levels, middle and secondary, were designed accordingly. Therefore, this study purports itself to investigate the role of CBA in upholding and fostering the teaching of culture in the Algerian context. In the light of this, a questionnaire was submitted to seventy secondary school EFL teachers at the district (Wilaya) of Oum El Bouaghi, Algeria. The obtained results disclose that there is a great awareness among EFL teachers of the significant role of culture in language teaching/learning. Nevertheless, the majority of them displayed a lack of what constitutes this role in terms of CBA classroom practices. Moreover, the amount of the target language culture is inadequately supplemented in the secondary school textbooks, notably through activities