Browsing by Author "FEDOUL, Malika"

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    Implementation of the Principles of CLT for the Teaching of English in the Algerian Middle School: Textbooks Evaluation
    (university Mouloud Mammeri of Tizi-Ouzou, 2010) FEDOUL, Malika
    Textbook evaluation, in the last three decades, has received much interest among applied linguists. In Algeria also textbook evaluation is witnessing a growing interest, especially after the general educational reform launched by the Algerian educational authorities, starting from 2001. The present study is an attempt to investigate the implementation of the CLT principles in the Algerian Middle School textbooks of English. The analysis is meant to investigate the implementation of communication principle (communicative methodology), tasks, the four language skills, culture and authenticity principles. To achieve this goal, we have employed the following theoretical frameworks: Littlewoods’s (1981) model for the weak version of CLT, Brumfit’s (1980) framework for the strong version of CLT, Nunan’s (1989) framework for communicative tasks, methodological steps for developing listening and reading skills adapted from Harmer (2003), activities to develop speaking skills adapted from Harmer (2001), and stages for teaching writing adapted from Sarosdy (2006). In order to evaluate the implementation of the cultural component, we have borrowed a model proposed by Mairitsch (2003) adapted from Byram (2000). Finally, the authenticity evaluation checklist is adapted from Widdowson (1983) and Kramsch (1993). The analysis of the methodology used in the textbooks to achieve communicative competence revealed that the approach is similar to that proposed by Littlewood (1981). The tasks are varied; while some of them meet the requirements of communicative tasks proposed by Nunan (1989) others do not. The analysis of the four skills displayed divergences in the methodology used for the teaching of the four skills in the four, mainly, listening and reading. Culture components proposed by Mairitsch (2003) are all included in the textbooks; however, Spotlight on English One and Two lack sociocultural skills component. Most of the texts included in the textbooks do not contain the characteristics of authentic texts and proposed by Widdowson (1983) and Kramsch (1993), mostly they are either non-authentic or simplified. It was argued that textbook designers need to take into account the shortcomings that might hinder achieving the aim of teaching English in the Algerian Middle School, which is communicative competence. More consideration, we think, should be given to develop communicative skills in reading and writing in Book 1 and 2 and the integration of more authentic and genuine texts. Key words: communicative syllabus, textbook evaluation, communicative competence, CLT, communicative methodology, tasks, the four skills, culture, authenticity. x
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    The Role of Educational Cartoons in Enhancing Children's English Vocabulary Acquisition in Algerian Private Schools. Case Study: Bridge Way World Elementary School of English in TiziOuzou
    (Mouloud Mammeri University of Tizi-Ouzou, 2017) AMRANI, Ghania; FEDOUL, Malika
    The present research attempts to investigate the Algerian English language teachers’ use of educational cartoons in their English classes to enhance children’s English vocabulary learning in the Bridge Way World School in TiziOuzou town.In other words,this study aims at exploring the relation between the use of educational cartoons and vocabulary development for young learners in Algerian elementary English private schools. The investigation is based on the Mixed Methods Research.It combines qualitative and quantitative methods to collect and analyze the data.To collect the necessary information, we have used a questionnaire addressed to learners and classroom observation.The analysis of the results obtained from the two research tools are based on the Cognitive Multimedia Learning Theory (Mayer, 2001).We have used the learners’ questionnaire to explore the learners’ attitudes towards the use of educational cartoons in teaching new vocabulary items,and their perception about the usefulness of this technique to teach English vocabulary and to check its effectiveness on learners’ understanding of the new vocabulary.In addition, classroom observation sessions have been set in order to obtain more direct, real and accurate data on what is going on when explaining and practicing new words with and without educational cartoons .In general,this study describes the process of using educational cartoons and the extent to which learners may benefit from it when their teachers rely on it in their classes. The results obtained from this investigation show that the integration of educational cartoons in teaching new English vocabulary helps children to improve their lexical knowledge.