Merouani, IkramAlliouech, Nadjiba2018-10-292018-10-292018http://hdl.handle.net/123456789/5787Textbooks are means that help teachers during the process of teaching. Despite its advantages, the textbook does not fit all the learners with their different learning styles and strategies. So, the adaptation process gives teachers the ability to make changes in the textbook to be more suitable and appropriate for different learners and for different teaching situations. Therefore, the current study aims at investigating novice and experienced teachers towards the adaptation of the third year middle school English textbook(second generation). In this respect, the main hypothesis stated that both novice and experienced teachers would have positive attitudes towards the adaptation of the third year middle school English textbook (Second Generation).To investigate this, the research follows a descriptive method where a questionnaire of twenty seven questions subdivided into four sections, biographical data, the role of the textbook, teachers' attitudes towards the adaptation of the third year middle school English textbook (Second Generation), and further suggestions and recommendations, was administered to novice and experienced teachers at the middle schools of Ain M'Lila, during the academic year 2017/2018. The latter was administered to 32 teachers; 16 novice and 16 experienced. The results obtained from the collected data have revealed that both novice and experienced teachers have positive attitudes towards the adaptation of the third year middle school English textbook (Second Generation).enNovice teacherExperienced teacherTextbook adaptationOther