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An Assessment Of The Challenges Of Teaching English Language Culture In Algeria
Université Mohammed Seddik Ben Yahia - Jijel
Résumé: Language teaching has undergone numerous changes due to the various global transformations of recent decades. The debate over what should be included in such teaching has gone unabated. Foreign language educators have long advocated that language and culture should be integrated in the language classrooms. This study sheds light on the difficulties and obstacles that the teachers and the learners face with the foreign cultural items included in the third–year secondary English language Textbook ‘New Prospects’ and the curriculum in general. It is hypothesized in this research that culture is not well-covered in the textbook, that the teachers are not fully conversant with foreign culture, that they lack effective techniques with regard to English language culture teaching, and that the learners are not really motivated to learn foreign culture. In order to verify these hypotheses, an empirical study was conducted in the secondary schools of Laabani Ahmed and Boumendjel Ahmed in Taher. The empirical study made use of a questionnaire that was administered to the teachers of both secondary schools. The findings show that culture is not well-covered in the third year textbook ‘‘New Prospects’’. The answers collected from the questionnaire converge on the fact that the learners are not motivated due to the ineffective techniques that are used by the teachers. The hypotheses have thus been confirmed.
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Arab World English Journal (AWEJ) Volume 11. Number 2 June 2020 Pp.243-257 DOI: https://dx.doi.org/10.24093/awej/vol11no2.17
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A Qualitative Inquiry into the Difficulties Experienced by Algerian EFL Master Students in Thesis Writing: ‘Language is not the Only Problem’
Boufeldja Bakhou Laboratory of African Studies for Human and Social Sciences Department of English, Faculty of Arts and Languages University of Adrar, Algeria
Bachir Bouhania Department of English, Faculty of Arts and Languages University of Adrar, Algeria
Abstract: For the last few decades, difficulties encountered by non-native English students in the process of thesis writing have attracted considerable attention from researchers. However, most of the previous research on this topic has given priority to the language-related/linguistic problems and has focused on international students studying in L1 contexts. Thus, the aim of this qualitative study was to gain insight into Master students’ experiences of thesis writing in a conspicuously underexplored EFL context, Algeria. Specifically, the study explored both students’ and supervisors’ perceptions of the difficulties and challenges encountered during the course of thesis writing, with a focus on the non-linguistic factors underlying this academic undertaking. Semi-structured in-depth interviews, supported by open-ended questionnaires, were used to obtain from 30 students and six supervisors, purposely selected from English departments at eight Algerian universities. Findings indicate that the process of thesis writing is a formidable and daunting academic undertaking for Algerian EFF Master students due primarily to sociocultural challenges and then linguistic difficulties. These latter ones included students’ lack of some academic writing skills and their limited knowledge about thesis writing and research whereas the identified sociocultural challenges included lack of supervisor and family support, lack of cooperation of the research sample, and insufficient academic preparation. Pedagogical implications for stakeholders and suggestions for future researchers were presented in the end of the current study. Keywords: Algerian EFL Master students, thesis writing, linguistic difficulties, sociocultural challenges
Cite as: Bakhou , B. , & Bouhania, B. (2020). A Qualitative Inquiry into the Difficulties Experienced by Algerian EFL Master Students in Thesis Writing: ‘Language is not the Only Problem’. Arab World English Journal, 11 (2) 243-257. DOI: https://dx.doi.org/10.24093/awej/vol11no2.17
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Boufeldja Bakhou is a current PhD student at the department of English at University of Adrar, Algeria. He got his Linguistics and Didactics Master’s degree from the same university in 2014. His research interests include academic writing, thesis/dissertation writing and supervision, and English language teaching. He has taught English as a foreign language in high school since 2014. ORCID ID: https://orcid.org/0000-0002-4677-3549
Prof. Bachir Bouhania holds a doctorate in Sociolinguistics obtained from the University of Oran in 2007. He teaches at the department of English, Faculty of Arts and Languages of the University of Adrar since 1997. Former head of department and vice-dean for scientific research, he is the actual institutional representative for the European projects, Erasmus+. ORCID ID: https://orcid.org/0000-0002-4019-0449
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of teaching English in Algeria in primary schools, providing the suitable environment for students, and describing procedures that improve the environment for teaching English in Algeria. We implemented the descriptive approach, whereby a questionnaire was given to 22 primary English teachers, and a classroom
system . How the teaching of English in the primary school is perceived by Tiaret society is also our preoccupation. Theme: In Algeria, foreign language planning has been a topic of discussion since independence. Algerian educators define foreign languages in the educational sector
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comply with the situation where English become a common language nearly in all spheres of life and introduce it to the educational system. Currently, the teaching of English has become part of the curriculum in all schools throughout the country. Learning English has become a major world concern. Nowadays, English is learned by
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This current study seeks to improve students' communicative competence by web-based tools, which is critical for their academic success, and consequently recommending the suitable classroom materials. A case study involve 22 master 2 students from Adrar University's Department of English was conducted for this purpose.
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about English Language Teaching (ELT) in Algeria and, more precisely in Biskra , to provide data about the implemented methodology of measurement. In the present study, we employed classroom action ... Master- Doctorate (LMD) , teaching, testing. Cite as: Othmane, M.. & Bouyakoub, N. (2020). Teaching and Testing English in the Algerian
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[Show full abstract] to gain insight into Master students' experiences of thesis writing in a conspicuously underexplored EFL context, Algeria. Specifically, the study explored both students ...
An Assessment Of The Challenges Of Teaching English Language Culture In Algeria. Résumé: Language teaching has undergone numerous changes due to the various global transformations of recent decades. The debate over what should be included in such teaching has gone unabated. Foreign language educators have long advocated that language and ...
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Today, English is the language choice throughout the world. It has become an international language due to being the language of trade, communication, science, and major international Media. English fluency have a great impact on people‟s lives. First, it opens new career opportunities. Second, it is the dominant business language.
to complete their Master thesis in Algeria face and which part of the thesis is the . ... that are related to thei r topic of study ' and fo r point 13, ... June 2014 · English Language Teaching.
Keywords: Algerian EFL Master students, thesis writing, linguistic difficulties, sociocultural challenges. Cite as: Bakhou , B. , & Bouhania, B. (2020). A Qualitative Inquiry into the Difficulties Experienced by Algerian EFL Master Students in Thesis Writing: 'Language is not the Only Problem'. Arab World English Journal, 11 (2) 243-257.