Investigating the Effect of the Teach-to-the-Test Approach on Learners’ Communicative Abilities: Case of First-Year EFL Students at the University of TLEMCEN

Abstract

The present research work is concerned with an investigation of the negative effect which a ‘teach-to-the-test’ oriented would yield from a pedagogical standpoint. It should be noted that, in the name of accountability and other considerations, teachers are asked to focus their teaching on the items that are likely to be tested. This teaching practice is gaining ground and does harm to the learning process at large. The term ‘achievement’ means nothing more than scoring well on tests, not least standardized test such the Baccalaureate exam. Such a tendency has proved to be valid. Many firstyear EFL students at the University of Tlemcen, having scored high in the Baccalaureate English exam, failed to demonstrate their communicative abilities when asked to perform a simple communicative function or notion. Their communicative competence, one should say, leaves a lot to be desired.