Addad, SamiraBouri, Hadj2018-03-192018-03-192014http://hdl.handle.net/123456789/2566Many secondary school students are learning academic language but have little opportunities to experience social language. Thus, their social interactions are always impeded. Accordingly,english language learners may need to be taught how to communicate appropriately in specific social situations, and they need to understand nonverbal language to enhance their social competence. Consequently, this study gives more consideration to the social language skills and their place in the Algerian EFL classrooms. The place of the social skills in the secondary school textbook is also examined. Basically, a questionnaire has been directed to teachers to seek out whether those social elements were adequately included in the textbook. The questionnaire was analyzed using the SPSS program on the basis of Alpha Cronbach Coefficient; thereby the validity of the questionnaire is proved. The results obtained showed that the social skills are neglected, and revealed that some teachers are not aware about those skills. As for learners, teachers' claims indicate that they have the ability to practice some of those skills. To give consistency to those claims, a set of social tasks have been applied inside the EFL classroom. The tasks have been examined through a classroom observation. This latter reveals the fact that secondary school students need more practice to enhance their social skills.enLangage académique : langage populaireEnseignement langue (anglais) : EFLOther