The Implication of the Second Generation Programme in the Algerian EFL Classroom Across CBA The Case of Second Year EFL pupils at Ferouani Middle School Tlemcen

Abstract

Until very recently, education systems all over the world seems to have been fully based on positivism; however, the need for better quality education, innovation and change in the teaching methods has apparently shifted towards constructivist principles. The focus on learner-centeredness is as strong as ever, since traditional approaches are less used in EFL classrooms; instead, many updated approaches have taken place in order to improve the quality of teaching. As attempts to teach English effectively in Algeria, the CBA approach has been adopted as an instructional methodology in order to develop learners’ competencies through second generation textbooks. Therefore, the current research aimed at providing details about the syllabus of second generation programme, the CBA approach and their impact on the learners’ level and the way teachers adopt this method. The 2nd year EFL learners at Farouani Middle School are selected as a case study. The research findings and conclusions show that there is a gap in the textbook syllabus since the majority of titles focus on teaching oral expression items in opposition to the written aspects that should be both balanced. In addition, the obstacles that face teachers when applying this program and the elements they lack. Finally, the researcher tries to provide possible solutions and suggestions that may help to figure out this situation and improve good application of the 2nd generation program for both teachers and learners alike.