Teaching Efl Grammar Under The Competency Based Approach In The Algerian Secondary Schools

Résumé: The present study sheds some light on the situation of teaching EFL grammar under the CBA framework in the Algerian secondary education. It aims to explore how EFL grammar is taught and it seeks to investigate the difficulties teachers and learners encounter when teaching /learning grammar and how the teaching of EFL grammar under CBA can be improved. The present research is a case study, it is both quantitative and qualitative, and we opted for three data collection tool: a classroom observation, two questionnaires administered to both teachers and learners of third year secondary school and an interview with five teachers. The findings revealed teachers are aware about the importance of grammar in the process of language teaching; however, a variety of factors encounter the teaching of EFL grammar such as learner’s low language proficiency, the Teacher’s unfamiliarity with CBA principles due to the lack of effective training, besides the lack of appropriate material and teaching resources. Thus, teachers need to raise their learners’ awareness about the importance of grammar in language learning, as they have to adapt their teaching techniques according to the needs of the CBA. Accordingly, the success of any EFL lesson under the CBA depends on the appropriate selection of the teaching material according to the needs of the learners.

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