مجلة إشكالات في اللغة و الأدب
Volume 8, Numéro 5, Pages 613-625
2019-12-01
Algerian First-year Secondary Education English Textbook: Literature Credit
Authors : Boureguig Abdelkrim . Nebbou Abdelkrim Abdelkader .
Abstract
Language teaching scope has become the field of unceasing study and innovation as far as ‘best’ teaching methods to language teaching are concerned. The history of language methodology, however, has shown that there is no best ‘method’ to language teaching and learning. Therefore, language teachers, FLT/SLT in particular, have been pushed to get use of all what they think can lead to successful teaching and learning. In fact, this resulted in the birth of a diversity of teaching ways, amongst is literature-based language teaching. This study is an attempt to analyse the Algerian secondary education first-year English textbook in respect to literature credit. Moreover, it is of vital importance to investigate the pedagogical ends of the use of literature in the textbook. The study shows that literature is not widely used in the textbook. It is found only in one unit (20°/°) out of five units that construct the whole textbook.
Keywords
English textbook ; literature ; short story ; skills
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